Stirring the Pot: Supporting and Challenging General Education Science, Technology, Engineering, and Mathematics Faculty to Change Teaching and Assessment Practice

Autor/inn/en	Stieha, Vicki; Shadle, Susan E.; Paterson, Sharon
Titel	Stirring the Pot: Supporting and Challenging General Education Science, Technology, Engineering, and Mathematics Faculty to Change Teaching and Assessment Practice
Quelle	In: Journal of General Education, 65 (2016) 2, S.85-109 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-3667
Schlagwörter	STEM Education; General Education; Educational Change; Educational Practices; Evidence Based Practice; Qualitative Research; Action Research; Educational Assessment; Accountability; Interviews; Teacher Attitudes; Interdisciplinary Approach; Incentives; Reflection; Mentors; Teacher Collaboration + Suchen Sie Ihr Suchwort? STEM; Allgemein bildendes Schulwesen; Allgemeinbildung; Bildungsreform; Bildungspraxis; Qualitative Forschung; Projektforschung; Education; assessment; Bewertungssystem; Verantwortung; Interviewing; Interviewtechnik; Lehrerverhalten; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Anreiz; Lehrerkooperation
Abstract	Evidence-based instructional practices (ebips) have been associated with positive student outcomes; however, institutions struggle to catalyze widespread adoption of these practices in general education science, technology, engineering, and mathematics (stem) courses. Further, linking ebips with integrated learning assessment is rarely discussed in the literature, even though principles of continuous course design for quality higher education assume the connection of learning outcomes, teaching practices, and assessment. This qualitative action research study documents faculty attempting to utilize ebips and authentic assessment when they were provided support and accountability over multiple semesters. It documents participants' current practices and encourage shifts in both teaching and assessment practices targeting greater student success in stem general education courses. Narrative data drawn from interviews and written reflection describe the impact of structured faculty observation and cross-disciplinary conversation on participants' pedagogical and assessment choices. The faculty participants' voices vividly illustrate our findings: incentives, reflection, mentorship, and collaboration over multiple semesters support changing pedagogical practices and integrating outcomes assessment. While stem-based, the study findings are applicable across the general education curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01