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

Autor/inn/en	West, Richard E.; Jensen, Jamie L.; Johnson, Michael; Nielson, Jennifer; Sansom, Rebecca; Wright, Geoffrey
Titel	STEM Faculty Institute: An Intensive Interdisciplinary Effort to Improve STEM Faculty Adoption of Evidence-Based Instructional Practices
Quelle	In: Journal of College Science Teaching, 51 (2022) 3, S.78-87 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	STEM Education; Student Centered Learning; Attitude Change; Teacher Attitudes; Evidence Based Practice; Mentors; Summer Programs; Workshops; Curriculum Development; College Faculty; Faculty Development; Leadership Responsibility; Knowledge Level; Beliefs + Suchen Sie Ihr Suchwort? STEM; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Attitudinal change; Einstellungsänderung; Lehrerverhalten; Sommerkurs; Lernwerkstatt; Schulung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Fakultät; Wissensbasis; Belief; Glaube
Abstract	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. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01