Exploring Pedagogical Practices in STEM Higher Education: An Action Research Study

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: SIG-Action Research Virtual Poster Session

Abstract

Teaching practices in STEM education in higher education institutions have wide variability, often influenced by faculty hiring models and institutional priorities. While tenure-track faculty are typically hired for their research expertise, often with minimal teaching experience, teaching-track faculty are hired for their instructional competence but may receive limited support for continued pedagogical growth. This study investigates how STEM faculty at two universities develop their teaching practices and engage students in the classroom. Using the Look-Think-Act action research framework, we conducted qualitative interviews with eight STEM instructors to explore their professional development experiences and classroom approaches. The results point to a critical need for structured and discipline-specific professional development opportunities in STEM.

Authors

• Menaka Abraham, University of Washington - Tacoma

• Meredith Wronowski, University of Dayton