Cumulative Cross Course Exposure to Evidence-Based Teaching Is Related to Increases in STEM Student Buy-In and Intent to Persist
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| Title: | Cumulative Cross Course Exposure to Evidence-Based Teaching Is Related to Increases in STEM Student Buy-In and Intent to Persist |
|---|---|
| Language: | English |
| Authors: | Reeves, Philip M. (ORCID |
| Source: | College Teaching. 2023 71(1):66-74. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Evidence Based Practice, College Instruction, Teaching Methods, STEM Education, Academic Persistence, Academic Achievement, College Students, Outcomes of Education, Learning Strategies, Questionnaires, Teacher Student Relationship, Trust (Psychology) |
| Assessment and Survey Identifiers: | Motivated Strategies for Learning Questionnaire |
| DOI: | 10.1080/87567555.2021.1991261 |
| ISSN: | 8756-7555 1930-8299 |
| Abstract: | A growing body of evidence had demonstrated that increased student exposure and commitment to evidence-based teaching (EBT) leads to improved academic performance, greater persistence, and higher buy-in to instructional methods. Despite the increasing number of teaching development opportunities available to STEM instructors, which often encourage the use of EBT, implementation is still highly variable across instructors. The frequency with which students are exposed to EBT across multiple courses in a department or university has not been studied in relation to students' success in a given course or their ultimate persistence in STEM. This study shows that there is a cumulative benefit of exposure to EBT across multiple courses. Students who are frequently exposed to EBT also find these practices to be more valuable and report a higher intention to persist in STEM. If students demonstrate higher commitment after multiple EBT exposures, this may increase the likelihood that faculty will incorporate these teaching practices into their courses. The findings are useful for instructors, faculty, department chairs, and administrators who are attempting to support a more unified, evidence-based approach to teaching in their department or institution. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1376850 |
| Database: | ERIC |
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| Abstract: | A growing body of evidence had demonstrated that increased student exposure and commitment to evidence-based teaching (EBT) leads to improved academic performance, greater persistence, and higher buy-in to instructional methods. Despite the increasing number of teaching development opportunities available to STEM instructors, which often encourage the use of EBT, implementation is still highly variable across instructors. The frequency with which students are exposed to EBT across multiple courses in a department or university has not been studied in relation to students' success in a given course or their ultimate persistence in STEM. This study shows that there is a cumulative benefit of exposure to EBT across multiple courses. Students who are frequently exposed to EBT also find these practices to be more valuable and report a higher intention to persist in STEM. If students demonstrate higher commitment after multiple EBT exposures, this may increase the likelihood that faculty will incorporate these teaching practices into their courses. The findings are useful for instructors, faculty, department chairs, and administrators who are attempting to support a more unified, evidence-based approach to teaching in their department or institution. |
|---|---|
| ISSN: | 8756-7555 1930-8299 |
| DOI: | 10.1080/87567555.2021.1991261 |
