Current teaching methods in STEM departments – A road map for fundamental university educational reform: evidence from Lebanon

• Published in: Journal of applied research in higher education Vol. 14; no. 1; pp. 41 - 58
• Main Authors: Sabat, Mira, Abdel-Massih, Roula M, Kanaan, Amjad, Salloum, Sara, Serhan, Mireille, Fares, Roula, Haddad, Nicolas, Melki, Antoine
• Format: Journal Article
• Language: English
• Published: Bingley Emerald Publishing Limited 27.01.2022; Emerald Group Publishing Limited
• Subjects: Active Learning; Advisory Committees; Classrooms; Collaboration; College Faculty; Colleges & universities; COVID-19; Departments; Education reform; Educational Change; Educational Environment; Educational technology; Engineering; Foreign Countries; Higher education; Learning Processes; Learning Theories; Mathematics education; Measures (Individuals); Online instruction; Perceptions; Private Colleges; School Holding Power; Science Curriculum; Science education; Science Instruction; STEM Education; Student Behavior; Student Needs; Students; Teacher Attitudes; Teaching Methods; Technology education; Thinking Skills; Lebanon; United States > US; Lebanon; Teaching practices inventory; Active learning; Education; Educational assessment; STEM
• ISSN: 2050-7003; 1758-1184
• DOI: 10.1108/JARHE-09-2020-0307

PurposeThe purpose of this paper is to: (1) explore existing practices of STEM faculty at a private Lebanese university and (2) assess the extent of implementation of active learning among faculty members of selected STEM departments.Design/methodology/approachThe Working Group on “Integrating Modern Scientific teaching methodologies in STEM” (IM-STEM) at a tertiary university in Lebanon advocates for novel research-based methods to enhance STEM education. This pilot study investigated, using a modified version of the Wieman and Gilbert “Teaching Practices Inventory”, the current teaching methods used by faculty members in selected STEM departments.FindingsRemarkably, most respondents admit a willingness to incorporate new teaching methods. Main findings indicate that traditional teaching via didactic lecturing remains prevalent in the STEM classrooms at the tertiary academic institution in Lebanon despite sporadic individual efforts by faculty members to utilize unconventional methods and active learning.Research limitations/implicationsOne major limitation that influenced the efficiency of this study is the small number of respondents (71 faculty members). More in-depth data collection combining quantitative and qualitative data should be done in future studies.Practical implicationsGaining insight into the actual methods used in STEM fields in various departments can help the university management to better understand the key importance of educational reform.Originality/valueThe main value of this paper is to serve as a prelude for educational reform at a tertiary academic institution.