Understanding Teaching and Learning Networks of a Science Leadership Program Using Social Network Analysis

• In Event: Science Teaching and Learning: Higher Education

Abstract

University science leadership programs have heralded academic and non-academic gains for their participants. However, less is known about how participants interact with their peers in terms of teaching, and how relationships change based on student characteristics. We used social network analysis to understand how students in a teaching science program utilized peers based on beliefs and demographics. Individuals who felt science was important to their future were viewed as better teachers and were viewed as an advice source. Students with higher motivation in science leadership were not perceived as being good teachers nor were sought after for teaching advice. Gender and race did not influence a person’s place within the network and did not influence other students’ perceptions of teaching.

Authors

• Rachel L Renbarger, Western Michigan University

• Tyler Prochnow

• Tracey Nicole Sulak, Baylor University