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Physics Instructors' Knowledge and Use of Active Learning Has Increased over the Last Decade but Most Still Lecture Too Much
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Melissa Dancy; Charles Henderson; Naneh Apkarian; Estrella Johnson; Marilyne Stains; Jeffrey R. Raker; Alexandra Lau – Physical Review Physics Education Research, 2024
A survey of 722 physics faculty conducted in 2008 found that many physics instructors had knowledge of research-based instructional strategies (RBISs), were interested in using more, but often discontinued use after trying. Considerable effort has been made during the decade following 2008 to develop and disseminate RBISs in physics as well as…
Descriptors: Science Instruction, Science Teachers, Knowledge Level, Active Learning
Socially Enabled Actors: The Emerging Authorship of Fixed-Term Instructional Faculty to Enact and Sustain Organizational Change
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Quardokus Fisher, Kathleen; Koretsky, Milo D. – Higher Education Research and Development, 2021
There have been calls for Science, Technology, Engineering and Mathematics (STEM) faculty in higher education to transition from traditional lecturing to instructional practices that are supported by empirical evidence. Administrators can coordinate such transitions through organized change initiatives. At the same time, there has been a shift…
Descriptors: College Faculty, STEM Education, Teaching Methods, Educational Change
Introducing Randomization Tests "via" an Evaluation of Peer-Led Team Learning in Undergraduate Chemistry Courses
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Ralph, Vanessa R.; Lewis, Scott E. – Chemistry Education Research and Practice, 2020
The methodological limitations education researchers face in the evaluation of reformed instruction have led to debates as to the evidence advancing evidence-based practices. To conduct more effective research, methodological pluralism in the evaluation of educational reforms can be used to complement the strengths and limitations of a corpus of…
Descriptors: Evidence Based Practice, Educational Change, Chemistry, Science Instruction
Evidence That Communities of Practice Are Associated with Active Learning in Large STEM Lectures
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Tomkin, Jonathan H.; Beilstein, Shereen O.; Morphew, Jason W.; Herman, Geoffrey L. – International Journal of STEM Education, 2019
Background: With the increased attention on the need to retain students within STEM majors, it is important for STEM instructors to adopt evidence-based instructional practices that are student-centric and employ active learning techniques. However, traditional approaches for increasing student-centric, active learning practices such as workshops,…
Descriptors: Communities of Practice, Active Learning, Large Group Instruction, STEM Education
Paired Teaching: A Professional Development Model for Adopting Evidence-Based Practices
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Holland, Tara; Sherman, Sarah Bean; Harris, Sara – College Teaching, 2018
How can we best support instructors to learn, practice, and retain student-centered, active-learning teaching strategies in their undergraduate courses? While approaches like professional development workshops may inspire some, permanent adoption of new pedagogy is rare. Here, we investigate "paired teaching" to achieve adoption and…
Descriptors: Team Teaching, Faculty Development, Evidence Based Practice, College Faculty
Perceived Affordances and Constraints Regarding Instructors' Use of Peer Instruction: Implications for Promoting Instructional Change
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Turpen, Chandra; Dancy, Melissa; Henderson, Charles – Physical Review Physics Education Research, 2016
In order to promote sustained and impactful educational transformation, it is essential for change agents to understand more about faculty perceptions associated with either adopting or not adopting a research-based instructional strategy (RBIS). In this paper, we use interviews with 35 physics faculty to examine barriers and affordances to the…
Descriptors: Instructional Innovation, Educational Change, Teaching Methods, Interviews