Understanding Shifts in Teaching Practices Among Life Sciences and Physical Sciences Faculty

• In Event: Community, Pedagogy, and Possibility

Abstract

Historically, STEM faculty have relied heavily on instructor-focused pedagogical strategies. Despite significant investments and advocacy to support inclusive teaching in introductory STEM courses, shifts in undergraduate STEM pedagogy have been slow, particularly at large, public, research-focused institutions. While literature on faculty development and inclusive practices has grown exponentially, less is known about the changes faculty have implemented to create more equitable and inclusive classrooms, and the reasoning behind those changes. This study sought to understand how the teaching practices of STEM faculty have shifted over time nationally, and factors that may have contributed to those changes. Our findings suggest that STEM faculty have made significant changes to their teaching over the past decade and several factors have contributed to change.

Authors

• London M Williams, University of California - Los Angeles

• Ngoc Tran, University of California - Los Angeles

• Kevin Eagan, University of California - Los Angeles