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Updated: Feb 8, 2026
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Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
Published on: July 1, 2015
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Developing a conversation: A strategy to engage faculty in pedagogical change.
Allison M Mercer1, Jennifer E Lewis1, Susan Sutheimer2
1Department of Chemistry, Center for Improvement of Teaching and Research on Undergraduate STEM, University of South Florida, Tampa, Florida, 33620.
Summary
Biochemistry faculty discussed student survey results, revealing themes of teaching self-reflection and emotional responses. These insights can foster better biochemistry teaching conversations.
Area of Science:
- Biochemistry Education
- Faculty Development
Background:
- Assessing student understanding is crucial for effective teaching.
- Faculty reflection on teaching practices can improve educational outcomes.
Purpose of the Study:
- To explore biochemistry faculty's responses to student performance data.
- To identify themes in faculty discussions about teaching and learning.
- To inform strategies for promoting reflective practice in biochemistry education.
Main Methods:
- Conducted personal interviews with biochemistry faculty.
- Presented faculty with student performance data from a content survey.
- Analyzed interview transcripts to identify emergent themes.
Main Results:
- Four key themes emerged: awareness of student understanding, self-reflection on teaching practice, planned collaboration with colleagues, and emotional reactions.
- Faculty responses varied, highlighting the complex nature of pedagogical reflection.
- The identified themes provide a framework for understanding faculty engagement with student data.
Conclusions:
- Faculty engagement with student performance data elicits significant reflection on teaching.
- Understanding faculty themes can guide the development of targeted professional development.
- Fostering dialogue around these themes can enhance biochemistry teaching and learning environments.
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