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Updated: Sep 23, 2025

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Institutionalizing evidence-based STEM reform through faculty professional development and support structures.

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|May 17, 2022
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Summary
This summary is machine-generated.

The Collaborative for Institutionalizing Scientific Learning (CISL) program successfully increased faculty use of evidence-based teaching practices. Students in CISL-supported courses demonstrated higher passing rates, highlighting the program's positive impact on undergraduate science and mathematics education.

Keywords:
Instructional changePost-secondary facultyProfessional development

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Area of Science:

  • STEM Education Research
  • Higher Education Pedagogy
  • Faculty Development Programs

Background:

  • Student-centered instruction offers benefits but direct instruction remains prevalent due to faculty barriers.
  • Holistic faculty support is essential for adopting evidence-based, student-centered practices.
  • The Collaborative for Institutionalizing Scientific Learning (CISL) program aims to reform undergraduate science and mathematics education at a Hispanic-Serving research university.

Purpose of the Study:

  • To implement and assess a Faculty Scholar support model to increase the adoption of evidence-based practices in undergraduate science and mathematics courses.
  • To evaluate the impact of course transformation on student success and faculty professional development.

Main Methods:

  • Selected Faculty Scholars to transform a chosen course, incorporating evidence-based practices.
  • Provided comprehensive support including summer salary, undergraduate Learning Assistants, professional development, and assessment resources.
  • Conducted quantitative analysis of student success rates and qualitative surveys/interviews with Faculty Scholars.

Main Results:

  • Over 40 Faculty Scholars transformed introductory and upper-division STEM courses.
  • Students in CISL-supported courses achieved higher overall passing rates compared to traditional classrooms.
  • Faculty identified Learning Assistant personnel support and Assistant Director guidance as key program benefits.

Conclusions:

  • The CISL program demonstrates a sustained, multi-year effort to enhance undergraduate STEM education quality and culture at a Hispanic-Serving Institution.
  • The program positively impacted Faculty Scholar professional development and increased the implementation of evidence-based teaching strategies.
  • CISL contributes to solidifying a culture of evidence-based instructional strategies within STEM departments.