Social Networks and Instructional Reform in STEM: The Teaching-Research Nexus

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 $$i$$ i to another $$j$$ j enhances the prospects of a teaching tie from $$i$$ i to $$j$$ 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.

STEM education institutional change projects: examining enacted approaches through the lens of the Four Categories of Change Strategies Model

“…As for Category II, the label that captured this category, "Fostering: Connections and Community", reflects a focus of activity within an institution in which faculty relationships are important for creating change. The idea of supporting change in this way is consistent with insights that emerge from social network theory (Lane et al, 2019(Lane et al, , 2020Skvoretz et al, 2023) and social cognition theories for change (Kezar, 2018).…”