Understanding the impact of educational development interventions on classroom instruction and student success

ABSTRACT

This study explored three US educational development (ED) programs: a weeklong course design institute, a new faculty learning community (NFLC), and a STEM learning community (STEM-LC). We compared observed instruction and student achievement for 239 STEM undergraduate courses taught by instructors who had or had not engaged in ED. Courses taught by NFLC and STEM-LC instructors had significantly more learning-focused syllabi and active learning than courses taught by non-engaged instructors, controlling for class size and type. We conclude that instructors need support in implementing active learning to ensure all students benefit. Additional research is needed to explore ED and active learning.

KEYWORDS:

• Program assessment
• student achievement
• teaching development
• undergraduate STEM

Disclosure statement

No potential conflict of interest was reported by the author(s).

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Additional information

Notes on contributors

Lindsay B. Wheeler

Lindsay B. Wheeler is assistant director for STEM education initiatives and assistant professor, general faculty, at the University of Virginia’s Center for Teaching Excellence. She is also the associate co-editor of To Improve the Academy. Her current research interests include how center interventions translate to instructional practice and impact student outcomes. She presents at national and international research conferences and currently serves as chair of the POD Network’s Scholarship Committee.

Dorothe Bach

Dorothe Bach is associate director and professor, general faculty, at the University of Virginia’s Center for Teaching Excellence. Her current research interests include new faculty development as well as embodied, reflective, and critical pedagogies. She presents workshops nationally and internationally and currently serves on the board of the POD Network.