Use of a Professional Development Course to Promote Student-Centered Teaching in Large STEM Courses.
Saved in:
| Title: | Use of a Professional Development Course to Promote Student-Centered Teaching in Large STEM Courses. |
|---|---|
| Authors: | Shumar, Wesley1 (AUTHOR), Silverman, Jason1,2 (AUTHOR), Moyer, Alison E.1 (AUTHOR), Casino, Meredith1 (AUTHOR), Condon, Brett3 (AUTHOR), Murasko, Donna1 (AUTHOR), King, Daniel1 (AUTHOR), Stanford, Jennifer S.1,2 (AUTHOR) jss75@drexel.edu |
| Source: | College Teaching. Jul-Sep2025, Vol. 73 Issue 3, p145-159. 15p. |
| Subject Terms: | *Career development, *Teacher development, *Undergraduates, Semi-structured interviews, Grounded theory |
| Abstract: | Undergraduate courses in science, technology, engineering and math (STEM) disciplines are predominantly taught via traditional lecture, despite evidence that student-centered instruction is more effective at supporting student learning. To improve STEM instruction, we developed a professional development course promoting use of student-centered pedagogies in large STEM classes. Through semi-structured interviews analyzed by modified grounded theory approach, we found that all participants communicated changes in their thinking and practice post-course. A majority were focused on student-centered pedagogies, while a few remained focused on traditional lecture-based teaching. Observed differences may be due to varied understanding about how people learn or receptivity to effective pedagogies. Outcomes suggest important considerations in STEM professional development. [ABSTRACT FROM AUTHOR] |
| Copyright of College Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Undergraduate courses in science, technology, engineering and math (STEM) disciplines are predominantly taught via traditional lecture, despite evidence that student-centered instruction is more effective at supporting student learning. To improve STEM instruction, we developed a professional development course promoting use of student-centered pedagogies in large STEM classes. Through semi-structured interviews analyzed by modified grounded theory approach, we found that all participants communicated changes in their thinking and practice post-course. A majority were focused on student-centered pedagogies, while a few remained focused on traditional lecture-based teaching. Observed differences may be due to varied understanding about how people learn or receptivity to effective pedagogies. Outcomes suggest important considerations in STEM professional development. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 87567555 |
| DOI: | 10.1080/87567555.2023.2246618 |
