Iterating toward change: Improving student-centered teaching through the STEM faculty institute (STEMFI)

• Published in: PloS one Vol. 18; no. 8; p. e0289464
• Main Authors: Shipley, Jeffrey, Sansom, Rebecca L, Mickelsen, Haley, Nielson, Jennifer B, Turley, R. Steven, West, Richard E, Wright, Geoffrey, St. Clair, Bryn, Jensen, Jamie L
• Format: Journal Article
• Language: English
• Published: San Francisco Public Library of Science 17.08.2023
• Subjects: Active learning; Attitudes; Biology and Life Sciences; Classrooms; Collaboration; Computer and Information Sciences; Curricula; Discipline; Economic aspects; Economic forecasting; Engineering and Technology; Evaluation; Interviews; Participation; People and Places; Physical Sciences; Professional development; Social Sciences; STEM education; Students; Teaching; Teaching methods; Technical education; Theory of planned behavior; United States; Universities and colleges; Workshops; United States
• ISSN: 1932-6203; 1932-6203
• DOI: 10.1371/journal.pone.0289464

One of the primary reasons why students leave STEM majors is due to the poor quality of instruction. Teaching practices can be improved through professional development programs; however, several barriers exist. Creating lasting change by overcoming these barriers is the primary objective of the STEM Faculty Institute (STEMFI). STEMFI was designed according to the framework established by Ajzen's Theory of Planned Behavior. To evaluate its effectiveness, the Classroom Observation Protocol for Undergraduate STEM (COPUS) tool was used before and after an intensive year-long faculty development program and analyzed using copusprofiles.org, a tool that classifies each COPUS report into one of three instructional styles: didactic, interactive lecture, and student-centered. We report the success of our program in changing faculty teaching behaviors and we categorize them into types of reformers. Then, thematically coded post-participation interviews give us clues into the characteristics of each type of reformer. Our results demonstrate that faculty can significantly improve the student-centeredness of their teaching practices in a relatively short time. We also discuss the implications of faculty attitudes for future professional development efforts.