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
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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Comments
License: CC BY-NC-ND