東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Examining Influences of Pedagogical ...

Romo, Edgar.

FindBook

Google Book

Amazon

博客來

Examining Influences of Pedagogical Practice: A Mixed-Method Study of Science, Technology, Engineering, and Mathematics Faculty at Research Universities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining Influences of Pedagogical Practice: A Mixed-Method Study of Science, Technology, Engineering, and Mathematics Faculty at Research Universities./
作者:	Romo, Edgar.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	218 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-10, Section: A.
Contained By:	Dissertations Abstracts International82-10A.
標題:	Higher education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28322052
ISBN:	9798597008486

Examining Influences of Pedagogical Practice: A Mixed-Method Study of Science, Technology, Engineering, and Mathematics Faculty at Research Universities.
Romo, Edgar.

Examining Influences of Pedagogical Practice: A Mixed-Method Study of Science, Technology, Engineering, and Mathematics Faculty at Research Universities. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 218 p.

Source: Dissertations Abstracts International, Volume: 82-10, Section: A.

Thesis (Ph.D.)--University of California, Los Angeles, 2021.

This item must not be sold to any third party vendors.

Increasing the production of Science, Technology, Engineering, and Mathematics (STEM) undergraduate degrees is a critical component of maintaining the U.S.'s scientific edge in the face of increasing global competition in the areas of science and technology. Lagging graduation rates in STEM are a partial reflection of outdated, instructor-centered approaches that fail to engage students in the learning process. Shifting pedagogical practices in STEM undergraduate classrooms from traditional to student-centered teaching strategies has been recognized as a key strategy to avert projected shortfalls in the number of talented, well-trained baccalaureate graduates. As the country faces increasing pressure to boost the number of STEM graduates, a thorough understanding of the factors that influence STEM faculty's use of active learning strategies in the classroom and the barriers that inhibit their adoption is warranted. This study draws upon cross-sectional data collected in the 2016 administration of the Higher Education Research Institute's (HERI) Faculty Survey and semi-structured interviews with 17 STEM faculty to illuminate the factors that shape the extent to which faculty incorporate active learning pedagogy in their courses. Resource Dependence Theory (Pfeffer & Salancik, 1978) and Organizational Citizenship Behavior (Bateman & Organ, 1983) provide a framework for understanding external and internal factors and characteristics that motivate faculty to opt for student-centered instructional strategies. Situating influential factors and decision-making processes within an institutional and departmental environment provides greater context and clarity to the understanding of how a faculty member's teaching style has evolved throughout the course of their career. Results indicate that faculty teaching approaches are strongly influenced by intrinsic factors, professional characteristics, and environmental pressures. Faculty who are employed as a non-tenure track faculty member, participate in professional development activities, curriculum development, and interdisciplinary research, and have higher levels of undergraduate engagement are associated with higher levels of student-centered pedagogy. Physical science and mathematics faculty are significantly less likely to incorporate active learning in their courses - relationships that are corroborated by interviews demonstrating the significant role of departmental culture in shaping faculty teaching. While peers, department chairs, and university administrators can promote or inhibit the adoption of more effective teaching strategies via messages, policies, and model behavior, a lack of available time and (dis)incentive system prevent or delay faculty from incorporating more effective teaching practices. Implications for higher education policymakers and research universities include expanding professional development opportunities, rewarding teaching excellence, and changing departmental culture.

ISBN: 9798597008486Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Active learning

Examining Influences of Pedagogical Practice: A Mixed-Method Study of Science, Technology, Engineering, and Mathematics Faculty at Research Universities.
LDR:04232nmm a2200385 4500 001 2280667
005 20210907071126.5
008 220723s2021 ||||||||||||||||| ||eng d
020 $a 9798597008486
035 $a (MiAaPQ)AAI28322052
035 $a AAI28322052
040 $a MiAaPQ $c MiAaPQ
100 1 $a Romo, Edgar. $3 3559203
245 1 0 $a Examining Influences of Pedagogical Practice: A Mixed-Method Study of Science, Technology, Engineering, and Mathematics Faculty at Research Universities.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 218 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-10, Section: A.
500 $a Advisor: Eagan, Mark K.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a Increasing the production of Science, Technology, Engineering, and Mathematics (STEM) undergraduate degrees is a critical component of maintaining the U.S.'s scientific edge in the face of increasing global competition in the areas of science and technology. Lagging graduation rates in STEM are a partial reflection of outdated, instructor-centered approaches that fail to engage students in the learning process. Shifting pedagogical practices in STEM undergraduate classrooms from traditional to student-centered teaching strategies has been recognized as a key strategy to avert projected shortfalls in the number of talented, well-trained baccalaureate graduates. As the country faces increasing pressure to boost the number of STEM graduates, a thorough understanding of the factors that influence STEM faculty's use of active learning strategies in the classroom and the barriers that inhibit their adoption is warranted. This study draws upon cross-sectional data collected in the 2016 administration of the Higher Education Research Institute's (HERI) Faculty Survey and semi-structured interviews with 17 STEM faculty to illuminate the factors that shape the extent to which faculty incorporate active learning pedagogy in their courses. Resource Dependence Theory (Pfeffer & Salancik, 1978) and Organizational Citizenship Behavior (Bateman & Organ, 1983) provide a framework for understanding external and internal factors and characteristics that motivate faculty to opt for student-centered instructional strategies. Situating influential factors and decision-making processes within an institutional and departmental environment provides greater context and clarity to the understanding of how a faculty member's teaching style has evolved throughout the course of their career. Results indicate that faculty teaching approaches are strongly influenced by intrinsic factors, professional characteristics, and environmental pressures. Faculty who are employed as a non-tenure track faculty member, participate in professional development activities, curriculum development, and interdisciplinary research, and have higher levels of undergraduate engagement are associated with higher levels of student-centered pedagogy. Physical science and mathematics faculty are significantly less likely to incorporate active learning in their courses - relationships that are corroborated by interviews demonstrating the significant role of departmental culture in shaping faculty teaching. While peers, department chairs, and university administrators can promote or inhibit the adoption of more effective teaching strategies via messages, policies, and model behavior, a lack of available time and (dis)incentive system prevent or delay faculty from incorporating more effective teaching practices. Implications for higher education policymakers and research universities include expanding professional development opportunities, rewarding teaching excellence, and changing departmental culture.
590 $a School code: 0031.
650 4 $a Higher education. $3 641065
650 4 $a Educational administration. $3 2122799
650 4 $a Mathematics education. $3 641129
650 4 $a Pedagogy. $3 2122828
650 4 $a Science education. $3 521340
653 $a Active learning
653 $a Faculty
653 $a STEM
653 $a Teaching
690 $a 0745
690 $a 0446
690 $a 0456
690 $a 0714
690 $a 0280
710 2 $a University of California, Los Angeles. $b Education 0249. $3 2036364
773 0 $t Dissertations Abstracts International $g 82-10A.
790 $a 0031
791 $a Ph.D.
792 $a 2021
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28322052