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Iterating toward change: Improving student-centered teaching through the STEM faculty institute (STEMFI).

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Faculty development programs can improve STEM teaching quality, reducing student attrition. The STEM Faculty Institute successfully shifted instructors toward more student-centered teaching methods, enhancing the learning experience.

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Area of Science:

  • STEM Education
  • Faculty Professional Development
  • Higher Education Pedagogy

Background:

  • Poor instructional quality is a significant factor contributing to students leaving STEM majors.
  • Professional development programs offer a pathway to improve teaching practices but face implementation barriers.
  • Overcoming these barriers to create sustainable change in teaching is crucial for STEM retention.

Purpose of the Study:

  • To evaluate the effectiveness of the STEM Faculty Institute (STEMFI) in improving undergraduate STEM teaching.
  • To assess changes in faculty teaching behaviors using the Classroom Observation Protocol for Undergraduate STEM (COPUS).
  • To identify characteristics of faculty reformers based on their participation and post-program interviews.

Main Methods:

  • STEMFI program designed based on Ajzen's Theory of Planned Behavior.
  • COPUS tool administered pre- and post-program to measure instructional changes.
  • COPUS data analyzed using copusprofiles.org to classify teaching styles (didactic, interactive lecture, student-centered).
  • Thematic coding of post-participation interviews to understand faculty reform characteristics.

Main Results:

  • Faculty participants demonstrated significant shifts towards more student-centered teaching practices.
  • The STEMFI program successfully facilitated changes in faculty instructional behaviors.
  • Analysis categorized faculty into distinct types of reformers, with interview data providing insights into their motivations and characteristics.

Conclusions:

  • Intensive, year-long faculty development can lead to substantial improvements in student-centeredness within a short timeframe.
  • Faculty attitudes play a critical role in the success of professional development initiatives.
  • Findings offer valuable implications for designing future effective faculty development programs in STEM.