Postsecondary Faculty Attitudes and Beliefs about Writing-Based Pedagogies in the STEM Classroom

Autor/inn/en	Finkenstaedt-Quinn, Solaire A.; Gere, Anne Ruggles; Dowd, Jason E.; Thompson, Robert J., Jr.; Halim, Audrey S.; Reynolds, Julie A.; Schiff, Leslie A.; Flash, Pamela; Shultz, Ginger V.
Titel	Postsecondary Faculty Attitudes and Beliefs about Writing-Based Pedagogies in the STEM Classroom
Quelle	In: CBE - Life Sciences Education, 21 (2022) 3, Artikel 54 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1187/cbe.21-09-0285
Schlagwörter	College Faculty; Teacher Attitudes; Writing Instruction; Teaching Methods; STEM Education; Undergraduate Students; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; STEM; Unterrichtserfolg
Abstract	Writing is an important skill for communicating knowledge in science, technology, engineering, and mathematics (STEM) and an aid to developing students' communication skills, content knowledge, and disciplinary thinking. Despite the importance of writing, its incorporation into the undergraduate STEM curriculum is uneven. Research indicates that understanding faculty beliefs is important when trying to propagate evidence-based instructional practices, yet faculty beliefs about writing pedagogies are not yet broadly characterized for STEM teaching at the undergraduate level. Based on a nationwide cross-disciplinary survey at research-intensive institutions, this work aims to understand the extent to which writing is assigned in undergraduate STEM courses and the factors that influence faculty members' beliefs about, and reported use of, writing-based pedagogies. Faculty attitudes about the effectiveness of writing practices did not differ between faculty who assign and do not assign writing; rather, beliefs about the influence of social factors and contextually imposed instructional constraints informed their decisions to use or not use writing. Our findings indicate that strategies to increase the use of writing need to specifically target the factors that influence faculty decisions to assign or not assign writing. It is not faculty beliefs about effectiveness, but rather faculty beliefs about behavioral control and constraints at the departmental level that need to be targeted. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: https://www.lifescied.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01