Promoting STEM Faculty Members’ Reflection on their Learning Perceptions and Teaching Practices
- Conference
- Location
-
San Antonio, Texas
- Publication Date
-
June 10, 2012
- Start Date
-
June 10, 2012
- End Date
-
June 13, 2012
- ISSN
-
2153-5965
- Conference Session
- Tagged Division
-
Continuing Professional Development
- Page Count
-
9
- Page Numbers
-
25.1087.1 - 25.1087.9
- DOI
-
10.18260/1-2--21844
- Permanent URL
-
https://peer.asee.org/21844
- Download Count
-
361
Paper Authors
Susan Shadle Boise State University
Louis Nadelson Boise State University
Louis S. Nadelson is an Associate Professor in the College of Education at Boise State University. His research interests include STEM teaching and learning, faculty development, in-service and pre-service teacher professional development, program evaluation, and multidisciplinary research. He has published research ranging from faculty professional development to the impact of inquiry on STEM learning. Nadelson earned a B.S. degree in biological and physics science from Colorado State University, a B.A. with concentrations in computing, mathematics, and physics from the Evergreen State University, a secondary teaching certificate from University of Puget Sound, an M.Ed. in instructional technology leadership from Western Washington University, and a Ph.D. (research-based, not theoretical) in educational psychology from the University of Nevada, Las Vegas.
Janet Callahan
Boise State University
orcid.org/0000-0001-6665-1584
Janet Callahan is the Associate Dean for Academic Affairs at the College of Engineering at Boise State University and a professor in the Materials Science and Engineering Department. Callahan received her Ph.D. in materials science, her M.S. in metallurgy, and her B.S. in chemical engineering from the University of Connecticut. Her educational research interests include freshmen engineering programs, math success, K-12 STEM curriculum and accreditation, and retention and recruitment of STEM majors.
Abstract
Promotion STEM Faculty Members’ Reflection on their Learning Perceptions and Teaching PracticesAs part of an institutional focus on STEM student success, a group of eight STEM faculty fromacross the STEM disciplines participated in a year-long faculty learning community (FLC). Thefacilitated experience was designed to support faculty to explore and adopt research-based bestpractice in their pedagogy. In addition, we undertook a study to assess the effectiveness of theFLC to impact faculty attitudes toward student success and increase their use of best teachingpractices in their discipline. Our research design employed several strategies, including analysisof participants’ teaching logs, semi-structured interviews, classroom observations, and severalsurvey instruments which probed attitudes towards teaching and learning. Analysis of the datashows that the experience of sustained support increased faculty knowledge of best teachingpractice, enabled faculty to try new pedagogical and assessment approaches, and expanded thereflective practice of participants. These results will be presented and discussed in the context ofpotential impact on institutional student success.
Shadle, S., & Nadelson, L., & Callahan, J. (2012, June), Promoting STEM Faculty Members’ Reflection on their Learning Perceptions and Teaching Practices Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21844
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2012 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015