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      A Campus-Wide Study of STEM Courses: New Perspectives on Teaching Practices and Perceptions

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          Abstract

          Teachers observed 51 university-level science, technology, engineering, and mathematics (STEM) courses and collected information on the active-engagement nature of instruction. These results give a comprehensive view of the diversity of STEM instruction and student in-class behavior at a campus-wide level. The authors discuss how these results could be used to design targeted professional development.

          Abstract

          At the University of Maine, middle and high school science, technology, engineering, and mathematics (STEM) teachers observed 51 STEM courses across 13 different departments and collected information on the active-engagement nature of instruction. The results of these observations show that faculty members teaching STEM courses cannot simply be classified into two groups, traditional lecturers or instructors who teach in a highly interactive manner, but instead exhibit a continuum of instructional behaviors between these two classifications. In addition, the observation data reveal that student behavior differs greatly in classes with varied levels of lecture. Although faculty members who teach large-enrollment courses are more likely to lecture, we also identified instructors of several large courses using interactive teaching methods. Observed faculty members were also asked to complete a survey about how often they use specific teaching practices, and we find that faculty members are generally self-aware of their own practices. Taken together, these findings provide comprehensive information about the range of STEM teaching practices at a campus-wide level and how such information can be used to design targeted professional development for faculty.

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          Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses

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            Force concept inventory

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              A Time For Telling

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                Author and article information

                Contributors
                Role: Monitoring Editor
                Journal
                CBE Life Sci Educ
                CBE-LSE
                CBE-LSE
                CBE-LSE
                CBE Life Sciences Education
                American Society for Cell Biology
                1931-7913
                1931-7913
                Winter 2014
                : 13
                : 4
                : 624-635
                Affiliations
                [1]*School of Biology and Ecology and Maine Center for Research in STEM Education, University of Maine–Orono, Orono, ME 04469-5751
                [2] UNAVCO, Boulder, CO 80301-5394
                [3] Department of Physics and Astronomy and Maine Center for Research in STEM Education, University of Maine–Orono, Orono, ME 04469-5709
                Author notes
                Address correspondence to: Michelle K. Smith ( michelle.k.smith@ 123456maine.edu ).
                Article
                CBE-14-06-0108
                10.1187/cbe.14-06-0108
                4255349
                25452485
                176a29db-9cd1-4189-bd9e-444d0cab83bb
                © 2014 M. K. Smith et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License ( http://creativecommons.org/licenses/by-nc-sa/3.0).

                “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society of Cell Biology.

                History
                : 03 July 2014
                : 21 August 2014
                : 25 August 2014
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                December 1, 2014

                Education
                Education

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