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Innovative teaching knowledge stays with users.

A Kelly Lane1, Jacob D McAlpin2, Brittnee Earl3

  • 1Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, MN 55455.

Proceedings of the National Academy of Sciences of the United States of America
|September 2, 2020
PubMed
Summary
This summary is machine-generated.

Faculty using innovative teaching practices in science, technology, engineering, and mathematics (STEM) education tend to connect primarily with peers who also use these methods. Broader dissemination strategies are needed to share these effective teaching practices across departments.

Keywords:
STEM educationevidence-based instructional practicesinstitutional changesocial network analysisundergraduate

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Area of Science:

  • STEM Education Research
  • Higher Education Pedagogy

Background:

  • University initiatives often aim to improve undergraduate STEM courses through faculty adoption of innovative teaching methods.
  • Sharing these pedagogical advancements within academic departments is a key goal for such programs.

Purpose of the Study:

  • To analyze how knowledge of innovative teaching practices spreads among faculty in higher education.
  • To identify barriers and facilitators to the adoption of new pedagogical approaches in STEM fields.

Main Methods:

  • Utilized a mixed-methods approach combining interviews and surveys.
  • Employed social network analysis (SNA) to map communication patterns among faculty.
  • Analyzed data to understand information flow regarding innovative teaching.

Main Results:

  • Faculty engaged with innovative teaching practices formed distinct social networks.
  • These faculty preferentially communicated with other adopters of innovative methods.
  • Evidence suggests limited information diffusion to non-adopters within departments.

Conclusions:

  • The tendency for innovative educators to self-segregate in communication networks hinders broader adoption of effective STEM teaching practices.
  • Interventions should focus on bridging these networks to facilitate wider dissemination of pedagogical knowledge.