Perceived norms for interactive teaching and their relationship to instructional decision-making: a mixed methods study

Hora, Matthew T.; Anderson, Craig

doi:10.1007/s10734-012-9513-8

Cited by 25 publications

(25 citation statements)

References 34 publications

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“…In this study, we focus on departmental influences and characteristics of the learning environment, since the research has identified these factors as prominent barriers to instructional change (Gess-Newsome et al 2003;Henderson and Dancy 2007;Hora 2012a;Hora and Anderson 2012). Departmental influences include perceived norms toward student-centered teaching within the department and felt pressure around promotion and tenure policies (Gess-Newsome et al 2003;Henderson and Dancy 2007;Hora and Anderson 2012;Prosser and Trigwell 1997;Seymour et al 2011). The characteristics of the learning environment include class size and layout, level of student preparation, and content coverage Hora and Anderson 2012;Prosser and Trigwell 1997).…”

Section: Factors Influencing Instructional Decisionsmentioning

confidence: 99%

“…Departmental influences include perceived norms toward student-centered teaching within the department and felt pressure around promotion and tenure policies (Gess-Newsome et al 2003;Henderson and Dancy 2007;Hora and Anderson 2012;Prosser and Trigwell 1997;Seymour et al 2011). The characteristics of the learning environment include class size and layout, level of student preparation, and content coverage Hora and Anderson 2012;Prosser and Trigwell 1997).…”

Section: Factors Influencing Instructional Decisionsmentioning

confidence: 99%

“…The research questions informed the design of the survey. Some questions were adapted from online surveys used in other research studies of STEM faculty (Borrego et al 2011;Borrego et al 2010;Henderson and Dancy 2009;Hora and Anderson 2012;Macdonald et al 2005;Walczyk and Ramsey 2003). Others were created by the research team.…”

Section: Data Collectedmentioning

confidence: 99%

“…Although national studies such as these are necessary to capture the instructional landscape in STEM courses in higher education, research has demonstrated that the institutional context plays a critical role in faculty's decisions about teaching (Austin 2011;D'Eon et al 2008;Hora and Anderson 2012;Prosser and Trigwell 1997;Walczyk et al 2007). Moreover, studies have found disciplinary differences in instructional practices and ways of thinking about teaching (Lindblom Ylänne et al 2006;Norton et al 2005;Singer 1996), which make it challenging to generalize the findings of the physics, engineering, and geosciences studies to other disciplines where similar national studies have not yet been conducted (e.g., biology and chemistry).…”

Section: Introductionmentioning

confidence: 99%

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The importance of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics faculty

2015

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Background: Research at the secondary and postsecondary levels has clearly demonstrated the critical role that individual and contextual characteristics play in instructors' decision to adopt educational innovations. Although recent research has shed light on factors influencing the teaching practices of science, technology, engineering, and mathematics (STEM) faculty, it is still not well understood how unique departmental environments impact faculty adoption of evidence-based instructional practices (EBIPs) within the context of a single institution. In this study, we sought to characterize the communication channels utilized by STEM faculty, as well as the contextual and individual factors that influence the teaching practices of STEM faculty at the departmental level. Accordingly, we collected survey and observational data from the chemistry, biology, and physics faculty at a single large research-intensive university in the USA. We then compared the influencing factors experienced by faculty in these different departments to their instructional practices. Results: Analyses of the survey data reveal disciplinary differences in the factors influencing adoption of EBIPs. In particular, the physics faculty (n = 15) had primarily student-centered views about teaching and experienced the most positive contextual factors toward adoption of EBIPs. At the other end of the spectrum, the chemistry faculty (n = 20) had primarily teacher-centered views and experienced contextual factors that hindered the adoption of student-centered practices. Biology faculty (n = 25) fell between these two groups. Classroom observational data reflected these differences: The physics classrooms were significantly more student-centered than the chemistry classrooms. Conclusions: This study demonstrates that disciplinary differences exist in the contextual factors teaching conceptions that STEM faculty experience and hold, even among faculty within the same institution. Moreover, it shows that these differences are associated to the level of adoption of student-centered teaching practices. This work has thus identified the critical need to carefully characterize STEM faculty's departmental environment and conceptions about teaching before engaging in instructional reform efforts, and to adapt reform activities to account for these factors. The results of this study also caution the overgeneralization of findings from a study focused on one type of STEM faculty in one environment to all STEM faculty in any environment.

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Section: Factors Influencing Instructional Decisionsmentioning

confidence: 99%

Section: Factors Influencing Instructional Decisionsmentioning

confidence: 99%

Section: Data Collectedmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The importance of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics faculty

2015

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“…The fact that all participants could commit a week to attend an IBL workshop suggests that most likely had some explicit or implicit support from their colleagues and departments, or at least worked in an environment open to innovation. Participants may have experienced resistance more indirectly through tenure processes that dissuade innovation in teaching (Brownell and Tanner 2012), or through norms related to course content and those implicit in shared course syllabi (Hora and Anderson 2012).…”

Section: Limitationsmentioning

confidence: 99%

Facilitating Instructor Adoption of Inquiry-Based Learning in College Mathematics

Hayward

Kogan

Laursen

2015

Int. J. Res. Undergrad. Math. Ed.

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Faculty development workshops are one strategy for increasing instructor use of evidence-based teaching practices that are known to improve student outcomes in mathematics and other STEM (science, technology, engineering and mathematics) disciplines. Yet relatively little is known about the impact of professional development on teaching practice in higher education. We report findings on participant outcomes from a series of annual, weeklong professional development workshops for college mathematics instructors about Inquiry-Based Learning (IBL) in undergraduate mathematics. We gathered data from surveys with the 139 workshop participants and interviews with a subset of 16 participants. These workshops were found to be effective in encouraging instructors to try this student-centered approach to teaching mathematics, as 58 % of participants reported implementing IBL strategies in the year following the workshop they attended. Analysis suggested that certain features of the workshops supported participants' adoption of IBL strategies. The findings pointed to the importance of (1) sharing broad, inclusive definitions of IBL, (2) representing viewpoints and experiences from diverse institutional contexts, (3) allowing sufficient time within the workshop to explore and revisit topics, (4) addressing common concerns such as content coverage, student resistance, and skills to implement IBL, and (5) providing ongoing follow-up support and inclusion in the community of IBL practitioners. We also make connections with studies of the impact of instructional development in other STEM disciplines and share implications for effective professional development in general.

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Bridging the Research‐to‐Practice Gap: Designing an Institutional Change Plan Using Local Evidence

Finelli

Daly

Richardson

2014

J of Engineering Edu

152

143

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Background Ample research provides evidence about the influence of effective teaching practices on student success. Yet the adoption of such practices has been slow at many institutions. Efforts to bridge the gap between research and practice are needed.Purpose We describe an institutional change plan we developed to bridge this research-topractice gap. Our plan is grounded in research and theories about faculty motivation and organizational change, and we designed it using local evidence from the University of Michigan College of Engineering.Design/Method We collected local data from three sources to provide context for our institutional change plan. First, faculty focus groups allowed us to determine factors that influence faculty adoption of effective teaching practices. Second, classroom observations allowed us to ascertain current teaching practices. Third, a student survey allowed us to identify teaching practices perceived by students to enhance their success. We used this local evidence with a "who/what/how" decision-making process to design our change plan. ResultsOur institutional change plan for accelerating the adoption of effective teaching practices comprises a faculty action plan and an administrative change plan. Although still evolving, there is evidence of the success of both parts.Conclusions Local evidence is critical in our change plan. Change agents wishing to bridge the research-to-practice gap at their own institutions can design a plan that adapts our process and integrates relevant research and theory with their own local data.

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Perceived norms for interactive teaching and their relationship to instructional decision-making: a mixed methods study

Cited by 25 publications

References 34 publications

The importance of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics faculty

The importance of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics faculty

Facilitating Instructor Adoption of Inquiry-Based Learning in College Mathematics

Bridging the Research‐to‐Practice Gap: Designing an Institutional Change Plan Using Local Evidence

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