2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
5/20/2019 | 9:15 AM - 9:30 AM | ASSESSING AND ADDRESSING ACTIVE TEACHING STRATEGIES IN INTRODUCTORY STEM COURSES | 150 G
ASSESSING AND ADDRESSING ACTIVE TEACHING STRATEGIES IN INTRODUCTORY STEM COURSES
Introductory STEM courses are pivotal in preparing undergraduate students to enter specialized fields like freshwater ecology. Despite a body of evidence that active learning (opportunities for students to construct knowledge during class) improves learning in introductory science classes, traditional lecture teaching dominates undergraduates’ experiences.
In this study we assess teaching strategies practiced in introductory STEM class periods at a mid-size state university to determine at what level does active learning occur and ask what barriers exist for science faculty to implement active learning. We hypothesize that individual faculty use active learning, but that this occurs at low levels institutionally. To answer our questions, we conduct classroom observations, faculty self-assessments, and student surveys to assess teaching in introductory biology, geology, chemistry, and physics classrooms. Preliminary findings show a positive relationship between faculty pedagogical training and the use of evidence-based teaching. We also see an absence of small group discussions, group work, student presentations or student predications. Many freshwater sciences courses emphasize scientific communication and understanding through the scientific method; however, undergraduates miss opportunities to build these skills if the skills are not practiced, encouraged, and facilitated during pre-requisite introductory classes.
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Presenters/Authors
Ruth MacNeille
(), Idaho State University, macnruth@isu.edu;
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Kathleen Lohse
(), Idaho State University, klohse@isu.edu;
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Rosemary Smith
(), Idaho State University, smitrose@isu.edu ;
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