“It’s (Not) My Style”: How Contextual Knowledge Influences Course Design Practices of STEM Faculty

• In Event: Design issues for STEM settings

Short Description

We examined the design knowledge and practices of six faculty engaged in course design through semi-structured interviews. Two major themes emerged: (1) It was “their style” to align course elements to course goals, be sensitive to student emotions and backgrounds, and maintain autonomy to design topics and activities; and (2) It was “not their style” to be synchronized among other faculty in the department, to teach in large classes, and to experiment with new strategies.

Authors

• Contributor: Kiran Budhrani, University of North Carolina at Charlotte

• Presenter: Florence Martin, University of North Carolina Charlotte