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Adoption of evidenced-based teaching strategies in STEM and non-STEM courses after a common faculty development experience

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Adoption of evidenced-based teaching strategies in STEM and non-STEM courses after a common faculty development experience

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dc.contributor.author Stanigar, Jennifer es_ES
dc.contributor.author Carson, Susan es_ES
dc.coverage.spatial east=-78.6820946; north=35.7846633; name=North Carolina State University, 1151 Varsity Dr, Raleigh, NC 27607, Estats Units d'Amèrica es_ES
dc.date.accessioned 2020-06-05T08:20:03Z
dc.date.available 2020-06-05T08:20:03Z
dc.date.issued 2020-04-28
dc.identifier.isbn 9788490488119
dc.identifier.uri http://hdl.handle.net/10251/145463
dc.description.abstract North Carolina State University undertook a faculty development initiative, TH!NK, beginning summer 2014. TH!NK is a campus-wide initiative designed to develop faculty members’ abilities in cultivating students’ higher-order skills in critical and creative thinking and self-reflection. Faculty and courses in a wide variety of disciplines were involved in the initiative, with the ultimate goal being an institutional transformation in the way that teaching is approached across campus. This paper shares early outcomes of five years of the program, which engaged approximately 130 faculty members. We assess the adoption of teaching strategies and how adoption varied between STEM and non-STEM courses based on a 2019 survey of TH!NK-trained faculty (n=72). We observed that an intensive, multi-day, interdisciplinary faculty development institute, paired with long-term peer mentoring and accountability, led to a high rate of adoption of the strategies. While non-STEM faculty utilized a wider array of teaching strategies prior to training, both groups made gains post-training, with the greatest gains among STEM faculty. There were notable outcomes observed in faculty use of the strategies in other courses and sharing activities and assignments with colleagues inside and outside of their home departments. es_ES
dc.language Inglés es_ES
dc.publisher Editorial Universitat Politècnica de València es_ES
dc.relation.ispartof 6th International Conference on Higher Education Advances (HEAd'20)
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Higher Education es_ES
dc.subject Learning es_ES
dc.subject Educational systems es_ES
dc.subject Teaching es_ES
dc.subject Faculty development es_ES
dc.subject Evidence-based pedagogy es_ES
dc.subject Critical thinking es_ES
dc.subject Creative thinking es_ES
dc.subject Metacognition es_ES
dc.subject Student learning outcomes. es_ES
dc.title Adoption of evidenced-based teaching strategies in STEM and non-STEM courses after a common faculty development experience es_ES
dc.type Capítulo de libro es_ES
dc.type Comunicación en congreso es_ES
dc.identifier.doi 10.4995/HEAd20.2020.11009
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Stanigar, J.; Carson, S. (2020). Adoption of evidenced-based teaching strategies in STEM and non-STEM courses after a common faculty development experience. Editorial Universitat Politècnica de València. 173-181. https://doi.org/10.4995/HEAd20.2020.11009 es_ES
dc.description.accrualMethod OCS es_ES
dc.relation.conferencename Sixth International Conference on Higher Education Advances es_ES
dc.relation.conferencedate Junio 02-05,2020 es_ES
dc.relation.conferenceplace València, Spain es_ES
dc.relation.publisherversion http://ocs.editorial.upv.es/index.php/HEAD/HEAd20/paper/view/11009 es_ES
dc.description.upvformatpinicio 173 es_ES
dc.description.upvformatpfin 181 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.issue 30-05-2020
dc.relation.pasarela OCS\11009 es_ES


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