Details

Autor(en) / Beteiligte

• Stains, M
• Harshman, J
• Barker, M K
• Chasteen, S V
• Cole, R
• DeChenne-Peters, S E
• Eagan, Jr, M K
• Esson, J M
• Knight, J K
• Laski, F A
• Levis-Fitzgerald, M
• Lee, C J
• Lo, S M
• McDonnell, L M
• McKay, T A
• Michelotti, N
• Musgrove, A
• Palmer, M S
• Plank, K M
• Rodela, T M
• Sanders, E R
• Schimpf, N G
• Schulte, P M
• Smith, M K
• Stetzer, M
• Van Valkenburgh, B
• Vinson, E
• Weir, L K
• Wendel, P J
• Wheeler, L B
• Young, A M

Titel

Anatomy of STEM teaching in North American universities

Ist Teil von

• Science (American Association for the Advancement of Science), 2018-03, Vol.359 (6383), p.1468-1470

Ort / Verlag

United States: The American Association for the Advancement of Science

Erscheinungsjahr

2018

Quelle

American Association for the Advancement of Science

Beschreibungen/Notizen

• Lecture is prominent, but practices vary A large body of evidence demonstrates that strategies that promote student interactions and cognitively engage students with content ( 1 ) lead to gains in learning and attitudinal outcomes for students in science, technology, engineering, and mathematics (STEM) courses ( 1 , 2 ). Many educational and governmental bodies have called for and supported adoption of these student-centered strategies throughout the undergraduate STEM curriculum. But to the extent that we have pictures of the STEM undergraduate instructional landscape, it has mostly been provided through self-report surveys of faculty members, within a particular STEM discipline [e.g., ( 3 – 6 )]. Such surveys are prone to reliability threats and can underestimate the complexity of classroom environments, and few are implemented nationally to provide valid and reliable data ( 7 ). Reflecting the limited state of these data, a report from the U.S. National Academies of Sciences, Engineering, and Medicine called for improved data collection to understand the use of evidence-based instructional practices ( 8 ). We report here a major step toward a characterization of STEM teaching practices in North American universities based on classroom observations from over 2000 classes taught by more than 500 STEM faculty members across 25 institutions.