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Predicting implementation of active learning by tenure-track teaching faculty using robust cluster analysis.

Kameryn Denaro1, Petra Kranzfelder2, Melinda T Owens3,4

  • 1Division of Teaching Excellence and Innovation, University of California Irvine, 653 E Peltason Drive, Irvine, CA 92697 USA.

International Journal of STEM Education
|August 2, 2022
PubMed
Summary
This summary is machine-generated.

New education-focused faculty positions increase active learning in STEM classrooms. This faculty type, along with supportive campus initiatives and smaller class sizes, promotes active learning strategies for undergraduate STEM education.

Keywords:
Active learningCOPUSEnsemble methodsHigher educationLecturer with security of employmentProfessor of TeachingRobust clusteringSTEMTeaching ProfessorTeaching focused faculty

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Area of Science:

  • Educational research in Science, Technology, Engineering, and Mathematics (STEM) higher education.
  • Faculty development and pedagogical strategies in university settings.

Background:

  • The University of California system introduced a novel tenure-track, education-focused faculty position (Lecturer with Security of Employment).
  • This study investigates how different faculty types (education-focused, research-focused, non-tenure-track) implement active learning strategies.
  • Instructor and classroom characteristics, including rank, experience, gender, campus, discipline, and class size, are also examined.

Purpose of the Study:

  • To compare the implementation of active learning strategies across different faculty types.
  • To identify instructor and classroom characteristics associated with the adoption of active learning.
  • To understand the impact of a new education-focused faculty role on active learning in STEM.

Main Methods:

  • Classroom observations of 125 undergraduate STEM courses across three University of California campuses.
  • Utilized the Classroom Observation Protocol for Undergraduate STEM (COPUS) to assess active learning strategies.
  • Employed a robust clustering algorithm to identify instructors using active learning and analyze related characteristics.

Main Results:

  • Tenure-track education-focused faculty were more likely to use active learning strategies than tenure-track research-focused faculty.
  • Active learning adoption was associated with supportive campus initiatives, smaller class sizes, and specific disciplines (less so in Physical Sciences).
  • No significant differences in active learning were observed among Biological Sciences, Engineering, or Information and Computer Sciences instructors.

Conclusions:

  • The introduction of tenure-track education-focused faculty positions formally supports higher adoption of active learning in undergraduate STEM education.
  • Campus context and evolving faculty role expectations influence the implementation of active learning strategies.
  • This faculty structure provides a pathway to enhance pedagogical innovation in STEM.