Social Networks and Instructional Reform in STEM: The Teaching-Research Nexus
Saved in:
| Title: | Social Networks and Instructional Reform in STEM: The Teaching-Research Nexus |
|---|---|
| Language: | English |
| Authors: | Skvoretz, John (ORCID |
| Source: | Innovative Higher Education. Aug 2023 48(4):579-600. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2023 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Undergraduate Education (DUE) |
| Contract Number: | DUE1726503 DUE1726409 DUE1726330 DUE1746051 DUE1849473 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Social Networks, Educational Strategies, STEM Education, Evidence Based Practice, Active Learning, College Faculty, Teacher Researchers |
| DOI: | 10.1007/s10755-022-09642-5 |
| ISSN: | 0742-5627 1573-1758 |
| Abstract: | Instructional reform in STEM aims for the widespread adoption of evidence based instructional practices (EBIPS), practices that implement active learning. Research recognizes that faculty social networks regarding discussion or advice about teaching may matter to such efforts. But teaching is not the only priority for university faculty -- meeting research expectations is at least as important and, often, more consequential for tenure and promotion decisions. We see value in understanding how research networks, based on discussion and advice about research matters, relate to teaching networks to see if and how such networks could advance instructional reform efforts. Our research examines data from three departments (biology, chemistry, and geosciences) at three universities that had recently received funding to enhance adoption of EBIPs in STEM fields. We evaluate exponential random graph models of the teaching network and find that (a) the existence of a research tie from one faculty member i to another j enhances the prospects of a teaching tie from i to j, but (b) even though faculty highly placed in the teaching network are more likely to be extensive EBIP users, faculty highly placed in the research network are not, dimming prospects for leveraging research networks to advance STEM instructional reforms. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1383652 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Instructional reform in STEM aims for the widespread adoption of evidence based instructional practices (EBIPS), practices that implement active learning. Research recognizes that faculty social networks regarding discussion or advice about teaching may matter to such efforts. But teaching is not the only priority for university faculty -- meeting research expectations is at least as important and, often, more consequential for tenure and promotion decisions. We see value in understanding how research networks, based on discussion and advice about research matters, relate to teaching networks to see if and how such networks could advance instructional reform efforts. Our research examines data from three departments (biology, chemistry, and geosciences) at three universities that had recently received funding to enhance adoption of EBIPs in STEM fields. We evaluate exponential random graph models of the teaching network and find that (a) the existence of a research tie from one faculty member i to another j enhances the prospects of a teaching tie from i to j, but (b) even though faculty highly placed in the teaching network are more likely to be extensive EBIP users, faculty highly placed in the research network are not, dimming prospects for leveraging research networks to advance STEM instructional reforms. |
|---|---|
| ISSN: | 0742-5627 1573-1758 |
| DOI: | 10.1007/s10755-022-09642-5 |
