Institutionalizing evidence-based STEM reform through faculty professional development and support structures

作者：Sreyasi Biswas, Rocio Benabentos, Eric Brewe, Geoff Potvin, Julian Edward, Marcy E. Kravec, L. H. Kramer · 发表于：International Journal of STEM Education · 年份：2022 · DOI：10.1186/s40594-022-00353-z · 被引用次数：37 · 研究领域：Science Education and Pedagogy、Agricultural and Financial Auditing、Various Chemistry Research Topics

Background: Even though student-centered instruction leads to positive student outcomes, direct instruction methods are still prevalent. Multiple barriers prevent faculty from further adopting evidence-based student-centered practices and holistic approaches to faculty support are necessary to promote faculty change. The Collaborative for Institutionalizing Scientific Learning (CISL) is an HHMI-funded program to reform undergraduate science and mathematics education at a large Hispanic-Serving public research university. The program has established a Faculty Scholar support model to impact the number of science and mathematics faculty using evidence-based practices in their classrooms. Through this program, Scholars are selected to undertake a transformation of a course of their choice and conduct an assessment of the impact of the reform on students-while receiving multiple supports including summer salary, undergraduate Learning Assistants, professional development, course assessment and education research support, and opportunities to develop manuscripts on their course transformations. Results: CISL has supported over 40 Faculty Scholars in the transformation of both introductory and upper division biology, chemistry, physics and mathematics courses. Faculty are motivated to transform a course due to factors related to their own experiences and beliefs, their students' needs, the course structure, and/or departmental elements. Quantitative analysis of the impact of the pr...