Abstract Title

Pedagogical Collaboration in STEM Education

Authors' Class Standing

Sarah Williams, Junior

Lead Presenter's Name

Sarah Williams

Faculty Mentor Name

James Pembridge

Abstract

The knowledge associated with STEM education has grown considerably with efforts related to empirical research that has led to new pedagogical practices. Unfortunately, there has been a lag in the diffusion of these practices, in part due to limitations associated with the sharing of this knowledge. This study addresses the question “How does communication concerning pedagogy between faculty in engineering change with their respective course experience?” In total, 9 faculty in an engineering department were interviewed using an established interview protocol based on the Concerns Based Adoption Model (CBAM). Data is currently being analyzed for this project. The poster will present preliminary findings concerning the relation between individual course experience and how this effects communication among faculty. This will provide insight into faculty collaboration and improve the diffusion of teaching practices within the community.

Location

Center for Faith & Spirituality

Start Date

9-4-2014 1:00 PM

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Apr 9th, 1:00 PM

Pedagogical Collaboration in STEM Education

Center for Faith & Spirituality

The knowledge associated with STEM education has grown considerably with efforts related to empirical research that has led to new pedagogical practices. Unfortunately, there has been a lag in the diffusion of these practices, in part due to limitations associated with the sharing of this knowledge. This study addresses the question “How does communication concerning pedagogy between faculty in engineering change with their respective course experience?” In total, 9 faculty in an engineering department were interviewed using an established interview protocol based on the Concerns Based Adoption Model (CBAM). Data is currently being analyzed for this project. The poster will present preliminary findings concerning the relation between individual course experience and how this effects communication among faculty. This will provide insight into faculty collaboration and improve the diffusion of teaching practices within the community.