Professional and Organizational Development Network in Higher Education

 

Date of this Version

Spring 2020

Document Type

Article

Citation

To Improve the Academy: A Journal of Educational Development (spring 2020) 39(1)

doi: 10.3998/tia.17063888.0039.106

Comments

License: CC BY-NC-ND

Abstract

Significant progress has been made in understanding science, technology, engineering, and mathematics (STEM) education and ways it can be improved, but propagation of change remains a challenge. This study presents an analysis of STEM faculty responses to open-text survey questions that asked them to identify motivations and obstacles to making changes in their teaching. Responses reveal wide variability among faculty perceptions, conceptualizations of change, and understandings of evidence. These findings suggest reasons faculty are not uniformly receptive to calls for change and challenge educational developers and advocates of STEM education reform to be explicit about their own understandings of meaningful change and evidence-based pedagogical practices.

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