A statewide survey of undergraduate science, technology, engineering and mathematics (STEM) education was conducted to investigate instructor perceptions of undergraduate STEM education. The survey contained both Likert–scale and open–ended questions.  The Likert–scale questions examined instructor perceptions regarding advantages and disadvantages of STEM, examples of STEM, and the role of specific disciplines within STEM. The open–ended questions examined how instructors define the terms STEM, interdisciplinary, and integration, as well as how instructors described the presence of each term in their teaching. The survey was administered to undergraduate instructors of STEM disciplines (<i>N</i> = 258) at four–year public and private institutions in a Midwestern state. Instructor responses were analyzed via quantitative and qualitative analysis, and comparisons were made across disciplines and highest degrees offered by the institution. On average, instructors had positive perceptions regarding STEM education, however several significant differences arose between instructors of different disciplines and from different institutions. Also, instructors defined interdisciplinary in a more explicit manner compared to STEM and integration. Similarly, instructors reported a stronger presence of interdisciplinary and STEM in their teaching compared to integration. The goal of this study is to investigate the current state of instructor perceptions of undergraduate STEM education, and how those perceptions impact their teaching practices. Information gained from this study may inform future directions for undergraduate STEM education.

Instructor perceptions of undergraduate STEM education

251st National Meeting (2016)

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