Faculty drivers and barriers: laying the groundwork for undergraduate STEM education reform in academic departments.

ABSTRACT:

Background

Calls to improve student learning and increase the number of science, technology, engineering, and math (STEM) college and university graduates assert the need for widespread adoption of evidence-based instructional practices in undergraduate STEM courses. For successful reforms to take hold and endure, it is likely that a significant shift in culture around teaching is needed. This study seeks to describe the initial response of faculty to an effort to shift teaching norms, with a long-term goal of altering the culture around teaching and learning in STEM. While the effort was envisioned and led at the institutional level, dialog about the proposed change and actions taken by faculty was emergent and supported within departments.

Results

Faculty identify a variet

SUBMITTER: Shadle SE 

PROVIDER: S-EPMC6310369 | biostudies-literature | 2017

REPOSITORIES: biostudies-literature