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Area of Science:

  • STEM Education
  • Pedagogical Research
  • Science Education Reform

Background:

  • Faculty development workshops are common for disseminating STEM teaching innovations.
  • Evidence on the long-term impact of faculty development on teaching practices and student outcomes is limited.
  • CREATE (Counterfactual Reasoning and Evidence-based Argumentation in Teaching) is an evidence-based strategy for science education using primary literature.

Purpose of the Study:

  • To evaluate the effective implementation of CREATE methods by faculty trained in workshops.
  • To determine if students of workshop-trained faculty achieve cognitive and affective gains.
  • To explore factors influencing the success of pedagogical reform efforts.

Main Methods:

  • Followed 10 faculty members trained in the CREATE method across various US 4-year institutions.
  • Conducted external observations to assess the fidelity of CREATE implementation in classrooms.
  • Analyzed student outcomes for cognitive (e.g., experimental design) and affective (e.g., self-efficacy) gains.

Main Results:

  • External observations confirmed high fidelity in the implementation of CREATE methods by trained faculty.
  • Students demonstrated significant cognitive gains, including improved experimental design skills.
  • Students showed significant affective gains, particularly in self-efficacy related to science process skills.
  • Some student outcomes correlated with institutional characteristics like class size, but not teaching experience.

Conclusions:

  • The CREATE dissemination model is robust and effective in promoting evidence-based science teaching.
  • Faculty development workshops can lead to successful pedagogical reform when using evidence-based strategies.
  • Understanding factors like class size can inform future efforts to scale and support pedagogical innovation in STEM education.