Supports: A Key Factor in Faculty Implementation of Evidence-Based Teaching

Area of Science:

• Higher Education
• STEM Education
• Pedagogy

Background:

• Evidence-based teaching (EBT), including active learning and formative assessment, enhances student learning but is underutilized in college science courses.
• Faculty adoption of EBT is influenced by personal beliefs, motivations, and institutional factors like departmental structures and culture.

Purpose of the Study:

• To compare the relative influence of faculty's personal motivations versus their institutional teaching environments on the use of EBT.
• To identify key factors that predict faculty engagement with EBT in STEM higher education.

Main Methods:

• Surveyed 584 STEM faculty trained in EBT.
• Analyzed relationships between faculty's use of EBT and their personal motivations (e.g., teaching value, confidence) and institutional experiences (e.g., departmental support, resources).
• Controlled for faculty gender, minority status, and teaching experience.

Main Results:

• Perceived institutional supports (e.g., supportive colleagues, accessible resources) were the strongest predictors of EBT use.
• Faculty's personal motivations showed minimal impact on EBT use when institutional supports were considered.
• These findings remained robust across diverse faculty demographics and experience levels.

Conclusions:

• Focusing on enhancing institutional supports for faculty is more effective for increasing EBT implementation than addressing personal motivations alone.
• Creating supportive teaching environments can significantly boost the adoption of effective pedagogical practices in college STEM classrooms.
• Shifting focus from perceived barriers to building robust supports may accelerate EBT integration in higher education.