Abstract
Introduction: Evidence-based teaching (EBT) practices benefit students, yet our understanding of how frequently these strategies should be utilized in STEM courses is less established.
Methods: In this study, students (n = 894) of faculty who learned about how to implement EBTs from the Summer Institutes for Scientific Teaching were surveyed. The students rated the frequency of implementation of six types of EBTs after the course and completed a follow-up survey one year later to examine long-term outcomes.
Results: Class and student-level analyses indicated that students who reported being exposed to EBTs every couple of classes also reported that they learned more and had a higher ability to work in groups when compared to students who were exposed to EBTs less frequently.
Discussion: The results will help instructors and faculty development professionals understand how frequently EBTs should be incorporated when designing and modifying courses.
Methods: In this study, students (n = 894) of faculty who learned about how to implement EBTs from the Summer Institutes for Scientific Teaching were surveyed. The students rated the frequency of implementation of six types of EBTs after the course and completed a follow-up survey one year later to examine long-term outcomes.
Results: Class and student-level analyses indicated that students who reported being exposed to EBTs every couple of classes also reported that they learned more and had a higher ability to work in groups when compared to students who were exposed to EBTs less frequently.
Discussion: The results will help instructors and faculty development professionals understand how frequently EBTs should be incorporated when designing and modifying courses.
| Original language | English |
|---|---|
| Article number | 1337703 |
| Pages (from-to) | 1-8 |
| Number of pages | 8 |
| Journal | Frontiers in Education |
| Volume | 9 |
| DOIs | |
| State | Published - Apr 9 2024 |
Bibliographical note
© 2024 Reeves, Bauer, Gill, Wang, Hanauer and Graham. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.Funding
The author(s) declare financial support was received for the research, authorship, and/or publication of this article. This work was supported through a National Science Foundation Transforming Undergraduate Research in the Sciences (TUES) grant (NSF no. 1323258).
Keywords
- STEM education
- Course design
- Evidence based teaching practices
- Faculty development
- Scientific teaching