It has been generally recognized that getting knowledge of effective STEM undergraduate teaching and learning practices enacted in the classrooms of typical university instructors is a challenge at most universities. In order to address institutional obstacles to the sustained implementation of evidence-based teaching practices, we are working to better understand the barriers and identify strategies to better support faculty. We are using proven strategies informed by theories of change and the literature on institutional transformation to promote and support the use of evidence-based instructional practices by tenured/tenure-track faculty, instructors, and graduate students. The project begins with an assessment of the institutional climate for recognition and dissemination of teaching practices. This assessment will provide the basis for professional development designed to foster policies and practices that facilitate and support rather than inhibit institutionalization of individual faculty members’ adoption of best practices. A second dimension of the project will establish the infrastructure to support change of faculty teaching practices. This includes the creation of Leadership Institutes to provide College and Department leadership with evidence-based practices for supporting teaching and learning at the department and program level. Preliminary data from initial faculty interviews and classroom observations will be discussed as well as insights into promoting institutional change.

Transform, interact, learn, and engage for success in STEM education

251st National Meeting (2016)

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