BYU ScholarsArchive

Title

STEMFI Changes Classrooms: Using the Theory of Planned Behavior to Explain Barriers to Change in the STEM Faculty Institute (STEMFI) Professional Development Program

Authors

Jeffrey Shipley, Brigham Young University - ProvoFollow
Jamie Jensen PhD, Brigham Young University - Provo
Haley Mickelsen, Brigham Young University - Provo
Caitlin Playstead, Brigham Young University - Provo

Files

Keywords

faculty development workshop in STEM

Abstract

According to the 2012 PCAST report, only 40% of students who enter college intending to complete a STEM degree are successful in doing so. One of the most common reasons for a student to change majors from a STEM field is the poor quality of instruction. We developed a faculty development program called STEMFI to aid professors in implementing student centered teaching techniques. In order to evaluate the effectiveness of the STEMFI Faculty Institute we performed COPUS analyses before and after an intensive year-long faculty development program.

BYU ScholarsArchive Citation

Shipley, Jeffrey; Jensen, Jamie PhD; Mickelsen, Haley; and Playstead, Caitlin, "STEMFI Changes Classrooms: Using the Theory of Planned Behavior to Explain Barriers to Change in the STEM Faculty Institute (STEMFI) Professional Development Program" (2020). Library/Life Sciences Undergraduate Poster Competition 2020. 14.
https://scholarsarchive.byu.edu/library_studentposters_2020/14

Document Type

Poster

Publication Date

2020-04-03

Language

English

College

Humanities

Department

Spanish and Portuguese

University Standing at Time of Publication

Senior

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