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Updated: Feb 8, 2026

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
Published on: July 1, 2015
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.
Abstract:
Personal interviews were conducted with biochemistry faculty during which they were presented with student performances on a content survey. From these interviews, four themes that reflect faculty responses to the surveys emerged: awareness of student understanding, self-reflection on teaching practice, planned collaboration with colleagues, and emotional reactions. Here, we discuss these themes and their implications for creating conversation designed to promote reflection on biochemistry teaching. © 2018 by The International Union of Biochemistry and Molecular Biology, 46:382-389, 2018.
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