This article describes a visual approach to integrating observational data into self-evaluation and peer review of teaching, practices that can lead to the adoption of evidence-based active-learning strategies in STEM.
Models for higher education in science, technology, engineering, and mathematics (STEM) are under pressure around the world. Although most STEM faculty and practicing scientists have learned successfully in a traditional format, they are the exception, not the norm, in their success.
One part of the University of Arizona AAU Undergraduate STEM Education Project is focused upon addressing the personal and cultural influences on change in the instructional practices of STEM faculty members.
The University of California–Davis (UCD) is a large research institution with over 26,000 undergraduate students. Nearly 60 percent of students are pursuing a major in STEM (science, technology, engineering, or mathematics).
Converging evidence concludes that certain types of teaching practices are most likely to improve student outcomes in undergraduate STEM courses. Despite efforts to document and disseminate such practices, they are still not widely adopted.