Use of a Professional Development Course to Promote Student-Centered Teaching in Large STEM Courses
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| Title: | Use of a Professional Development Course to Promote Student-Centered Teaching in Large STEM Courses |
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| Language: | English |
| Authors: | Wesley Shumar, Jason Silverman, Alison E. Moyer, Meredith Casino, Brett Condon, Donna Murasko, Daniel King (ORCID |
| Source: | College Teaching. 2025 73(3):145-159. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | STEM Education, Large Group Instruction, Faculty Development, Student Centered Learning, College Faculty, Science Instruction, Teaching Methods, Private Colleges, Urban Universities, Research Universities, Teacher Attitudes, Lecture Method, Undergraduate Study |
| Geographic Terms: | Pennsylvania (Philadelphia) |
| DOI: | 10.1080/87567555.2023.2246618 |
| ISSN: | 8756-7555 1930-8299 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494136 |
| Database: | ERIC |
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| 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. |
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| ISSN: | 8756-7555 1930-8299 |
| DOI: | 10.1080/87567555.2023.2246618 |
