Factors that influence STEM faculty use of evidence-based instructional practices: An ecological model.

ABSTRACT: Traditional teaching practices in undergraduate science, technology, engineering, and mathematics (STEM) courses have failed to support student success, causing many students to leave STEM fields and disproportionately affecting women and students of color. Although much is known about effective STEM teaching practices, many faculty continue to adhere to traditional methods, such as lecture. In this study, we investigated the factors that affect STEM faculty members' instructional decisions about evidence-based instructional practices (EBIPs). We performed a qualitative analysis of semi-structured interviews with faculty members from the Colleges of Physical and Mathematical Sciences, Life Sciences, and Engineering who took part in a professional development program to support the use of E

SUBMITTER: Sansom RL 

PROVIDER: S-EPMC9888702 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature