An Examination of Factors that Support Sustainable Cultural and Curricular Change in STEM Teaching and Learning

Authors

Erica Slate Young, Appalachian State UniversityFollow
Peaches Hash, Appalachian State UniversityFollow
Sarah Schott, Duke UniversityFollow
Jack Bookman, Duke UniversityFollow

Publication Date

2022

Abstract

Using a mixed-methods design, this body of work from the SUMMIT-P consortium explores possible effective conditions for the sustainable reform of STEM teaching and learning at the collegiate level. A model of catalysts for successful and sustainable change is proposed, based on five years of data collection and observations. These catalysts include institutional support, intrinsic and extrinsic motivation of faculty involved, measures of student success, institution size, prior faculty experience, faculty buy-in, and institutional culture. The discussion ends with a delve into the potential broader impacts of this work. For example, this model may help institutions better understand how to implement curricular change more effectively.

Volume

18

Issue

1

DOI

https://doi.org/10.25891/901k-qq89

Recommended Citation

Slate Young, Erica; Hash, Peaches; Schott, Sarah; and Bookman, Jack (2022) "An Examination of Factors that Support Sustainable Cultural and Curricular Change in STEM Teaching and Learning," Journal of Mathematics and Science: Collaborative Explorations: Vol. 18: No. 1, Article 9.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol18/iss1/9