TY - GEN
T1 - Examining the relationship between faculty teaching practice and interconnectivity in a social network
AU - Middleton, James
AU - Krause, Stephen
AU - Beeley, Kendra
AU - Judson, Eugene
AU - Ernzen, John
AU - Culbertson, Robert
N1 - Publisher Copyright:
© 2015 IEEE.
PY - 2015/12/2
Y1 - 2015/12/2
N2 - The study reported in this paper examined the connectedness of STEM faculty to others both within and across academic departments who might be potential resources for diffusion of Learner-centered practices, and the impact of participants' social networks on their Learner-centered beliefs and practices. The research question under investigation was: To what extent is the degree of social connectedness among faculty within and among STEM departments related to the degree of implementation of Learner-centered practices? Participants were recruited from Physics, Chemistry, Mathematics departments, and from departments in the College of Engineering. The sample began with 21 randomly-selected faculty from each department engaged in the STEM instruction of first and second year engineering students. The second level consisted of the colleagues identified by the first level as people they utilize as resources for improving their instruction. The connectedness of faculty in the network was examined using network analysis, focusing on both number of connections, and depth of connections. Attitude and Observation Protocol measures were used as outcomes. Results show that faculty classified as Learner-Centered had deeper and more extensive social networks. Results are discussed in terms of the need for intra- and inter-departmental faculty professional development experiences that both introduce and encourage faculty to trial new tools and techniques, but that also run for the long-term, supporting collaborative organizations of faculty working together to transform early engineering experiences.
AB - The study reported in this paper examined the connectedness of STEM faculty to others both within and across academic departments who might be potential resources for diffusion of Learner-centered practices, and the impact of participants' social networks on their Learner-centered beliefs and practices. The research question under investigation was: To what extent is the degree of social connectedness among faculty within and among STEM departments related to the degree of implementation of Learner-centered practices? Participants were recruited from Physics, Chemistry, Mathematics departments, and from departments in the College of Engineering. The sample began with 21 randomly-selected faculty from each department engaged in the STEM instruction of first and second year engineering students. The second level consisted of the colleagues identified by the first level as people they utilize as resources for improving their instruction. The connectedness of faculty in the network was examined using network analysis, focusing on both number of connections, and depth of connections. Attitude and Observation Protocol measures were used as outcomes. Results show that faculty classified as Learner-Centered had deeper and more extensive social networks. Results are discussed in terms of the need for intra- and inter-departmental faculty professional development experiences that both introduce and encourage faculty to trial new tools and techniques, but that also run for the long-term, supporting collaborative organizations of faculty working together to transform early engineering experiences.
KW - instruction
KW - learner centered
KW - professional development
UR - http://www.scopus.com/inward/record.url?scp=84960396844&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84960396844&partnerID=8YFLogxK
U2 - 10.1109/FIE.2015.7344179
DO - 10.1109/FIE.2015.7344179
M3 - Conference contribution
AN - SCOPUS:84960396844
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - 2015 IEEE Frontiers in Education Conference
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 2015 IEEE Frontiers in Education Conference, FIE 2015
Y2 - 21 October 2015 through 24 October 2015
ER -