Institutionalizing evidence-based STEM reform through faculty professional development and support structures

• Published in: International journal of STEM education Vol. 9; no. 1; p. 36
• Main Authors: Biswas, Sreyasi, Benabentos, Rocio, Brewe, Eric, Potvin, Geoff, Edward, Julian, Kravec, Marcy, Kramer, Laird
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 12-05-2022; Springer; Springer Nature B.V; SpringerOpen
• Subjects: Classrooms; College Faculty; Colleges & universities; Education; Educational Change; Educational Strategies; Educational Technology; Evidence Based Practice; Faculty Development; Impact analysis; Instructional change; Learning; Mathematical analysis; Mathematics; Mathematics Education; Outcomes of Education; Post-secondary faculty; Professional development; R&D; Research & development; Research facilities; Science Education; Social Support Groups; STEM Education; Student Centered Learning; Students; Teaching methods; Technical education; Transformations; Undergraduate Study; University faculty; Professional development; Instructional change; Post-secondary faculty
• ISSN: 2196-7822; 2196-7822
• DOI: 10.1186/s40594-022-00353-z

Background
Even though student-centered instruction leads to positive student outcomes, direct instruction methods are still prevalent. Multiple barriers prevent faculty from further adopting evidence-based student-centered practices and holistic approaches to faculty support are necessary to promote faculty change. The Collaborative for Institutionalizing Scientific Learning (CISL) is an HHMI-funded program to reform undergraduate science and mathematics education at a large Hispanic-Serving public research university. The program has established a Faculty Scholar support model to impact the number of science and mathematics faculty using evidence-based practices in their classrooms. Through this program, Scholars are selected to undertake a transformation of a course of their choice and conduct an assessment of the impact of the reform on students—while receiving multiple supports including summer salary, undergraduate Learning Assistants, professional development, course assessment and education research support, and opportunities to develop manuscripts on their course transformations.
Results
CISL has supported over 40 Faculty Scholars in the transformation of both introductory and upper division biology, chemistry, physics and mathematics courses. Faculty are motivated to transform a course due to factors related to their own experiences and beliefs, their students’ needs, the course structure, and/or departmental elements. Quantitative analysis of the impact of the project on student success show that, overall, students in CISL-supported courses have higher passing rates compared to students in traditional classrooms. Survey and interviews of Faculty Scholars identified that the most valuable elements of the program were the personnel support from undergraduate Learning Assistants during reform implementation and guidance from the program’s Assistant Director during design, implementation and evaluation.
Conclusions
The CISL program provides an example of significant effort sustained over several years to systematically improve the quality and culture of undergraduate education in a large research-intensive Hispanic Serving Institution. The program has had an overall positive impact on the professional development of Faculty Scholars and led to an increase in the number of STEM courses implementing evidence-based teaching practices, thus, taking a step towards solidifying a culture of evidence-based instructional strategies in STEM departments.