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Active learning pedagogies are shown to enhance the outcomes of students, particularly in disciplines known for high attrition rates. Despite the demonstrated benefits of active learning, didactic lecture continues to predominate in science, technology, engineering, and mathematics (STEM) courses. Change agents and professional development programs have historically placed emphasis on develop–disseminate efforts for the adoption of research-based instructional strategies (RBIS). With numerous reported barriers and motivators for trying out and adopting active learning, it is unclear to what extent these factors are associated with adoption of RBIS and the effectiveness of change strategies. We present the results of a large-scale, survey-based study of introductory chemistry, mathematics, and physics instructors and their courses in the United States. Herein, we evaluate the association of 17 malleable factors with the tryout and adoption of RBIS. Multilevel logistic regression analyses suggest that several contextual, personal, and teacher thinking factors are associated with different stages of RBIS adoption. These results are also compared with analogous results evaluating the association of these factors with instructors’ time spent lecturing. We offer actionable implications for change agents to provide targeted professional development programming and for institutional leaders to influence the adoption of active learning pedagogies in introductory STEM courses.
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Exploring the Adoption of Research-Based Instructional Strategies in Undergraduate Mathematics with the Teacher Centered Systematic Reform Model
Studies show that Research-Based Instructional Strategies (RBIS) help students learn, however their adoption has been slow. The Teacher Centered Systematic Reform Model (TCRM) is a general model for organizing enablers and barriers to adoption of new teaching methods that includes departmental, personal and teacher thinking factors. We used the TCRM model as a framework to assess the amount of formal lecture reported by 634 mathematics instructors in their undergraduate courses. Regression analyses found that instructors who participated in Project NExT (a professional development workshop) during their early careers were less likely to use lecture than non-participants. Other significant predictors of lecture less included evaluation expectations emphasizing active teaching methods, involvement in equity and diversity efforts, and prior experience with RBIS. Factors with a positive correlational association with lecture included evaluation efforts by departments where lecture was expected. Results confirmed some prior models in different disciplines.
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- Award ID(s):
- 1821704
- PAR ID:
- 10541260
- Editor(s):
- Cook, S; Katz, B; Moore-Russo, D
- Publisher / Repository:
- Proceedings of the 26th Annual Conference on Research in Undergraduate Mathematics Education
- Date Published:
- Page Range / eLocation ID:
- 905-912
- Subject(s) / Keyword(s):
- undergraduate education adoption of new teaching practices research-based teaching strategies mathematics education professional development
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Abstract BackgroundActive learning used in science, technology, engineering, and mathematics (STEM) courses has been shown to improve student outcomes. Nevertheless, traditional lecture-orientated approaches endure in these courses. The implementation of teaching practices is a result of many interrelated factors including disciplinary norms, classroom context, and beliefs about learning. Although factors influencing uptake of active learning are known, no study to date has had the statistical power to empirically test the relative association of these factors with active learning when considered collectively. Prior studies have been limited to a single or small number of evaluated factors; in addition, such studies did not capture the nested nature of institutional contexts. We present the results of a multi-institution, large-scale (N = 2382 instructors;N = 1405 departments;N = 749 institutions) survey-based study in the United States to evaluate 17 malleable factors (i.e., influenceable and changeable) that are associated with the amount of time an instructor spends lecturing, a proxy for implementation of active learning strategies, in introductory postsecondary chemistry, mathematics, and physics courses. ResultsRegression analyses, using multilevel modeling to account for the nested nature of the data, indicate several evaluated contextual factors, personal factors, and teacher thinking factors were significantly associated with percent of class time lecturing when controlling for other factors used in this study. Quantitative results corroborate prior research in indicating that large class sizes are associated with increased percent time lecturing. Other contextual factors (e.g., classroom setup for small group work) and personal contexts (e.g., participation in scholarship of teaching and learning activities) are associated with a decrease in percent time lecturing. ConclusionsGiven the malleable nature of the factors, we offer tangible implications for instructors and administrators to influence the adoption of more active learning strategies in introductory STEM courses.more » « less
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