STEM Faculty Institute: An Intensive Interdisciplinary Effort to Improve STEM Faculty Adoption of Evidence-Based Instructional Practices

As change agents at our university, we sought to facilitate a transition within our STEM college toward more extensive use of evidence-based instructional practices (EBIPs) that promote student-centered learning. We sought a multifaceted approach for this challenge, with the goal of achieving lastin...

Full description

Saved in:
Bibliographic Details
Published in:Journal of college science teaching 2022, Vol.51 (3), p.78-87
Main Authors: West, Richard E, Jensen, Jamie L, Johnson, Michael, Nielson, Jennifer, Sansom, Rebecca, Wright, Geoffrey
Format: Article
Language:English
Subjects:
Administrative support
Attitude Change
Beliefs
College Faculty
Core curriculum
Curriculum Development
Design
Educational objectives
Evidence Based Practice
Faculty Development
Feedback
Knowledge Level
Leadership Responsibility
Learning
Learning Activities
Learning Strategies
Mentors
Pedagogy
Reflective teaching
STEM Education
Student Centered Learning
Summer Programs
Teacher Attitudes
Teaching
Teaching Methods
Undergraduate Study
University faculty
Workshops
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:As change agents at our university, we sought to facilitate a transition within our STEM college toward more extensive use of evidence-based instructional practices (EBIPs) that promote student-centered learning. We sought a multifaceted approach for this challenge, with the goal of achieving lasting change among the faculty, resulting in the creation of the STEM Faculty Institute (STEMFI). Supported by multiyear funding from the National Science Foundation, STEMFI provides instruction on EBIPs through a summer workshop, along with yearlong support in redesigning curriculum through one-to-one mentoring of each faculty participant. The first cohort of STEMFI participants has been successful, with most faculty showing significant shifts toward more student-centered practices in their teaching. Feedback on the post-workshop survey indicated participants considered the material helpful and engaging, encouraging a shift in their attitudes toward supporting EBIPs in their own classrooms. This article describes factors critical to the STEMFI approach and reports on the initial effectiveness observed.
ISSN:0047-231X
1943-4898
DOI:10.1080/0047231X.2022.12290563