Social Networks and Instructional Reform in STEM: The Teaching-Research Nexus

Autor/inn/en	Skvoretz, John; Kappelman, Katherine; Marcy, Ariel; McAlpin, Jacob D.; Lewis, Jennifer E.; Ziker, John P.; Mertens, Karl; Earl, Brittnee; Shadle, Susan E.; Couch, Brian A.; Feola, Stephanie; Prevost, Luanna B.; Lane, A. Kelly; Whitt, Blake; Stains, Marilyne
Titel	Social Networks and Instructional Reform in STEM: The Teaching-Research Nexus
Quelle	In: Innovative Higher Education, 48 (2023) 4, S.579-600 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Skvoretz, John)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-5627
DOI	10.1007/s10755-022-09642-5
Schlagwörter	Social Networks; Educational Strategies; STEM Education; Evidence Based Practice; Active Learning; College Faculty; Teacher Researchers + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Lehrstrategie; STEM; Aktives Lernen; Fakultät; Lehrerforschung
Abstract	Instructional reform in STEM aims for the widespread adoption of evidence based instructional practices (EBIPS), practices that implement active learning. Research recognizes that faculty social networks regarding discussion or advice about teaching may matter to such efforts. But teaching is not the only priority for university faculty -- meeting research expectations is at least as important and, often, more consequential for tenure and promotion decisions. We see value in understanding how research networks, based on discussion and advice about research matters, relate to teaching networks to see if and how such networks could advance instructional reform efforts. Our research examines data from three departments (biology, chemistry, and geosciences) at three universities that had recently received funding to enhance adoption of EBIPs in STEM fields. We evaluate exponential random graph models of the teaching network and find that (a) the existence of a research tie from one faculty member i to another j enhances the prospects of a teaching tie from i to j, but (b) even though faculty highly placed in the teaching network are more likely to be extensive EBIP users, faculty highly placed in the research network are not, dimming prospects for leveraging research networks to advance STEM instructional reforms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01