View in EDS

Factors Associated with Chemistry Faculty Members' Cooperative Adoption of Evidence-Based Instructional Practices: Results from a National Survey

Saved in:
Bibliographic Details
Title: Factors Associated with Chemistry Faculty Members' Cooperative Adoption of Evidence-Based Instructional Practices: Results from a National Survey
Authors: Megan C. Connor (ORCID 0000-0003-3266-4162), Jeffrey R. Raker (ORCID 0000-0003-3715-6095)
Source: Chemistry Education Research and Practice. 2024 25(3):625-642.
Availability: Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Chemistry, College Faculty, Science Teachers, Science Instruction, Teaching Methods, Evidence Based Practice, Teacher Attitudes, Undergraduate Students, National Surveys, Teacher Surveys, Educational Benefits, STEM Education, Teacher Collaboration
DOI: 10.1039/d3rp00194f
ISSN: 1756-1108
Abstract: Despite institutional reform efforts to increase use of evidence-based instructional practices (EBIPs) in undergraduate chemistry and STEM courses, didactic lecture remains the predominant mode of instruction. Research to inform these initiatives routinely focuses on drivers and barriers to EBIP adoption, with recent work investigating factors associated with faculty members' cooperative adoption of EBIPs from five STEM disciplines including chemistry. To understand the role of these specific factors within undergraduate chemistry education across a broad set of institutions, we conducted a national survey of chemistry faculty members (n = 1105) from the United States in Spring 2023. The survey targeted constructs that may underlie the cooperative adoption of EBIPs, including faculty members' perception of (1) using EBIPs as mutually beneficial, (2) having their success and failure intertwined, and (3) institutional climate around teaching. The survey also included items targeting teaching-specific social interactions, another potential aspect of cooperative adoption. Results from multilevel modeling suggest that EBIP adoption is associated with chemistry faculty members' perception of using EBIPs as mutually beneficial, aligning with prior findings on STEM faculty members' cooperative adoption of these practices. However, there is no evidence of an association between EBIP adoption and chemistry faculty members' perception of campus climate around teaching, where prior findings indicate an inverse association among STEM faculty members. Results further indicate that EBIP adoption is associated with the number of people with whom one specifically discusses pedagogy, instruction, and assessment. Collectively, our results demonstrate that differences exist between STEM disciplines and point toward the chemistry education research community's responsibility to further explore EBIP adoption from a disciplinary lens. Our investigation also provides insight into factors associated with the cooperative adoption of EBIPs among chemistry faculty members on a national level; we identify several implications for how chemistry faculty member change agents (e.g., course coordinators, department leaders) may effectively promote EBIP adoption across the undergraduate chemistry curriculum.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1428900
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1428900
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Factors Associated with Chemistry Faculty Members' Cooperative Adoption of Evidence-Based Instructional Practices: Results from a National Survey
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Megan+C%2E+Connor%22">Megan C. Connor</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3266-4162">0000-0003-3266-4162</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jeffrey+R%2E+Raker%22">Jeffrey R. Raker</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3715-6095">0000-0003-3715-6095</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Chemistry+Education+Research+and+Practice%22"><i>Chemistry Education Research and Practice</i></searchLink>. 2024 25(3):625-642.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22National+Surveys%22">National Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Surveys%22">Teacher Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1039/d3rp00194f
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1756-1108
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Despite institutional reform efforts to increase use of evidence-based instructional practices (EBIPs) in undergraduate chemistry and STEM courses, didactic lecture remains the predominant mode of instruction. Research to inform these initiatives routinely focuses on drivers and barriers to EBIP adoption, with recent work investigating factors associated with faculty members' cooperative adoption of EBIPs from five STEM disciplines including chemistry. To understand the role of these specific factors within undergraduate chemistry education across a broad set of institutions, we conducted a national survey of chemistry faculty members (n = 1105) from the United States in Spring 2023. The survey targeted constructs that may underlie the cooperative adoption of EBIPs, including faculty members' perception of (1) using EBIPs as mutually beneficial, (2) having their success and failure intertwined, and (3) institutional climate around teaching. The survey also included items targeting teaching-specific social interactions, another potential aspect of cooperative adoption. Results from multilevel modeling suggest that EBIP adoption is associated with chemistry faculty members' perception of using EBIPs as mutually beneficial, aligning with prior findings on STEM faculty members' cooperative adoption of these practices. However, there is no evidence of an association between EBIP adoption and chemistry faculty members' perception of campus climate around teaching, where prior findings indicate an inverse association among STEM faculty members. Results further indicate that EBIP adoption is associated with the number of people with whom one specifically discusses pedagogy, instruction, and assessment. Collectively, our results demonstrate that differences exist between STEM disciplines and point toward the chemistry education research community's responsibility to further explore EBIP adoption from a disciplinary lens. Our investigation also provides insight into factors associated with the cooperative adoption of EBIPs among chemistry faculty members on a national level; we identify several implications for how chemistry faculty member change agents (e.g., course coordinators, department leaders) may effectively promote EBIP adoption across the undergraduate chemistry curriculum.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1428900
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1428900
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1039/d3rp00194f
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 625
    Subjects:
      – SubjectFull: Chemistry
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Science Teachers
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: National Surveys
        Type: general
      – SubjectFull: Teacher Surveys
        Type: general
      – SubjectFull: Educational Benefits
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Teacher Collaboration
        Type: general
    Titles:
      – TitleFull: Factors Associated with Chemistry Faculty Members' Cooperative Adoption of Evidence-Based Instructional Practices: Results from a National Survey
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Megan C. Connor
      – PersonEntity:
          Name:
            NameFull: Jeffrey R. Raker
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-electronic
              Value: 1756-1108
          Numbering:
            – Type: volume
              Value: 25
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Chemistry Education Research and Practice
              Type: main
ResultId 1