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This research explores the barriers, concerns, and obstacles undergraduate STEM educators face when implementing high-impact teaching practices (HIPs), the application of which may improve student learning outcomes. Because our study took place during the COVID-19 pandemic, our results also shed light on the unique challenges of utilizing HIPs in asynchronous online-learning environments. Thirteen undergraduate instructors were interviewed about their current teaching practices in order to identify barriers to or support for adopting HIPs. Data collected through semi-structured interviews revealed administrative and financial restraints as barriers to effective teaching which have been found in previous research. A number of new and unique obstacles emerged out of teaching remotely or online during the pandemic, including a heightened concern over the instructor’s ability to connect with students and engage in the best teaching practices. This research extends our current understanding of barriers and concerns about adopting HIPs in undergraduate STEM courses because of the unique perceived threats that emerged during the pandemic. We identify strategies to equip faculty with the support they need to provide equitable learning experiences, including access to consultants who support curriculum development and implementation in the classroom, ongoing educational coaching, and increased access to professional-development opportunities and a community of inquiry to discuss teaching strategies.
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Barriers to Change: Social Network Interactions Not Sufficient for Diffusion of High-Impact Practices in STEM Teaching
We examined the relationship between faculty teaching networks, which can aid with the implementation of didactic high-impact practices (HIPs) in classroom instruction, and the actual implementation of said practices. Participants consisted of STEM faculty members that teach introductory courses at a USA research university. A total of 210 faculty were invited to complete the Teaching Practices Inventory (TPI), which measures the use of classroom-based HIPs, and were then directed to a follow-up survey to gather teaching network data if they qualified. A total of 90 faculty completed the TPI, with 52 respondents completing the network analysis portion. Ego-level data, as well as network structural position data, were collected through roster format listing all invited faculty. No correlations were found between these network metrics and TPI score. Furthermore, respondents with similar TPI scores showed no preference for interactions within their group. For example, faculty with widely varying TPI scores interacted with each other with no indications of HIPs diffusion. Although the literature suggests strong teaching networks are a necessary condition for broad diffusion of HIPs, these results indicate that such networks are not a sufficient condition. This has implications for the diffusion of HIPs specifically and institutional change generally. Engaging individuals that possess both structural positions and pedagogical knowledge may be needed to help strategically diffuse HIPs in their own networks, with institutional support and guidance most likely also required.
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- Award ID(s):
- 2021315
- PAR ID:
- 10358315
- Date Published:
- Journal Name:
- Education Sciences
- Volume:
- 12
- Issue:
- 8
- ISSN:
- 2227-7102
- Page Range / eLocation ID:
- 512
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.3390/educsci12080512
