Abstract

Students at the college level need good instruction and active learning has been shown to improve student retention and learning. Science, Technology, Engineering, and Math Faculty Institution (STEMFI) aims to assist faculty in implementing active learning in the classroom. This qualitative case study sought to understand faculty perspectives two years after completion of STEMFI in the areas of active learning implementation, methodology and student attitudes and impact. Data collected reported that the faculty participants still use active learning strategies in their classrooms two years after exiting the STEMFI program. The faculty also felt the need for a refresher course and felt that overall students respond well to active learning techniques. Faculty suggested a few improvements to STEMFI involving scheduling and the relevance of workshops and seminars. Overall, faculty were pleased with STEMFI and it was encouraging that faculty still use certain techniques taught during the program which can engage students as well as improve student retention and learning. With the suggestion from the faculty to have a refresher course, it would be advantageous to narrow down where the STEMFI program has been the most effective so that refresher courses could be designed as well as similar programs instituted in other departments, colleges, or at other universities. Although this professional learning program is focused on STEM faculty, it would be important for a university to consider how the main tenants of this program could also be used with faculty in other disciplines. This could provide needed and important knowledge for faculty in humanities, arts, education, and business to make changes in their classroom practice as well as additional avenues of research.

Degree

College and Department

David O. McKay School of Education; Instructional Psychology and Technology

Rights

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