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Abstract Title: Facilitating Change in Undergraduate STEM: Preliminary Results from an Interdisciplinary Literature
Abstract: Although decades of research have identified effective instructional practices for improving Science, Technology, Engineering and Mathematics (STEM) education, these practices are not widely implemented.  Scholars in three fields are interested in promoting these practices and have engaged in research on pedagogical change.  Disciplinary-based STEM Education Researchers (SER) focus on changing curricula and pedagogical materials.  Faculty Development Researchers (FDR) focus on changing faculty.  Higher Education Researchers (HER) focus on policies and structures.  There is little interaction between the fields and efforts in all areas have met with only modest success. We have systematically analyzed journal articles since 1995 related to instructional change to describe and critique the change efforts of these three fields.  Results suggest that approaches to change differ by fields in important ways that have implications for their success.  We hope this literature review and related efforts will result in improved interdisciplinary work towards the facilitation of lasting change.
Abstract Type: Contributed Poster
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Charles Henderson
Western Michigan University
1903 W. Michigan Ave.
Kalamazoo, MI 49008-5252
Phone: 269-387-4951
Co-Author(s)
and Co-Presenter(s)
Andrea Beach, Western Michigan University; Noah Finkelstein, University of Colorado - Boulder; R. Sam Larson, Kaiser Permanente and Regis University