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Perceived supports and evidence-based teaching in college STEM
Meghan E Bathgate1, Oriana R Aragón1,2, Andrew J Cavanagh1,3
11Poorvu Center for Teaching & Learning, Yale University, 301 York Street, New Haven, CT 06511 USA.
International Journal of STEM Education
|April 30, 2019
Summary
Faculty perceive supports, not barriers, as key to adopting evidence-based teaching (EBT). Increased social, personal, and resource supports correlate with greater EBT implementation in college science classrooms.
Area of Science:
- Higher education
- STEM education
- Pedagogy
Background:
- Evidence-based teaching (EBT) methods, like active learning, enhance student engagement and learning.
- Traditional lecture formats persist in college science despite EBT benefits.
- Understanding factors influencing faculty adoption of EBT is crucial for educational reform.
Purpose of the Study:
- To identify factors associated with college science faculty's decision to incorporate evidence-based teaching.
- To investigate the relative influence of perceived supports versus barriers on EBT adoption.
Main Methods:
- Analysis of a large dataset (n=584) of US college science faculty and instructors trained in EBT.
- Multiple linear regression to examine relationships between perceived supports, barriers, and reported EBT implementation.
Main Results:
- Perceived supports (social, personal, resource) demonstrated a stronger relationship with EBT implementation than perceived barriers.
- Instructors reported higher EBT implementation when they perceived greater supports, even in the presence of barriers.
Conclusions:
- Faculty's perception of supports is more strongly linked to EBT implementation than perceived barriers.
- Stakeholders should prioritize identifying and fostering supportive factors for EBT adoption alongside addressing barriers.
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