There is overwhelming evidence that evidence-based teaching improves student performance; however, traditional lecture predominates in STEM courses. To provide support as faculty transform their lecture-based classrooms with evidence-based teaching practices, we created a faculty development program based on best practices, Consortium for the Advancement of Undergraduate STEM Education (CAUSE). CAUSE paired exploration of evidence-based teaching with support for classroom implementation over two years. Each year for three years, CAUSE recruited cohorts of faculty from seven STEM departments. Faculty met biweekly to discuss evidence-based teaching and receive feedback on their implementation. We used the PORTAAL observation tool to document evidence-based teaching practices (PORTAAL practices) across four randomly chosen class sessions each term. We investigated if the number of PORTAAL practices used or the amount of practices increased during the program.
We identified identical or equivalent course offerings taught at least twice by the same faculty member while in CAUSE (
Results suggest that participation in a long-term faculty development program can support increased use of evidence-based teaching practices which have been shown to improve student exam performance. Our findings can help prioritize the efforts of future faculty development programs.
- Award ID(s):
- Publication Date:
- NSF-PAR ID:
- Journal Name:
- International Journal of STEM Education
- Springer Science + Business Media
- Sponsoring Org:
- National Science Foundation
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