A National Snapshot of Introductory Chemistry Instructors and Their Instructional Practices.

The effectiveness of active learning on promoting students' academic outcomes and persistence has been established in the literature. However, despite the effort of purposeful change agents, the uptake of active learning in science, technology, engineering, and mathematics (STEM) is slow. While previous research from the chemistry education community has provided insights into the implementation of specific active learning strategies across the United States, the extent to which chemistry instructors leverage these strategies in general remains unknown. This article presents the results of a national survey aimed at exploring introductory chemistry instructors' knowledge and implementation of active learning, variations on this knowledge, and use across tenure statuses and institution types. This paper also aims to address the gap in the literature in our understanding of the characteristics of instructors of these courses. We thus provide a description of instructors' demographics, training, teaching experience, and teaching responsibilities. Our findings reveal that instructors in these courses are prominently males of European descent. Additionally, instructors come into their teaching position with minimal pedagogical training and participate mainly in short training once in their position. While the majority of instructors have knowledge of specific active learning strategies, their consistent implementation remains limited, with lecturing still being the instructional practice of choice. Variations were found between institution types and across tenure statuses within institutions in terms of pedagogical training, use of specific active learning strategies, and proportion of class time spent lecturing. The findings provide a baseline for future studies that aim to assess the effectiveness of interventions fostering the implementation of active learning in introductory chemistry courses and highlight the critical need for improved communication about teaching practices across institutions and tenure statuses.

What really impacts the use of active learning in undergraduate STEM education? Results from a national survey of chemistry, mathematics, and physics instructors.

Six common beliefs about the usage of active learning in introductory STEM courses are investigated using survey data from 3769 instructors. Three beliefs focus on contextual factors: class size, classroom setup, and teaching evaluations; three focus on individual factors: security of employment, research activity, and prior exposure. The analysis indicates that instructors in all situations can and do employ active learning in their courses. However, with the exception of security of employment, trends in the data are consistent with beliefs about the impact of these factors on usage of active learning. We discuss implications of these results for institutional and departmental policies to facilitate the use of active learning.

STEM Is Not a Monolith: A Preliminary Analysis of Variations in STEM Disciplinary Cultures and Implications for Change.

Research suggests that science, technology, engineering, and mathematics (STEM) departments are a productive unit of focus for systemic change efforts. In particular, they are relatively coherent units of culture, and cultural changes are critical to creating sustainable improvements. However, the STEM disciplines are often treated as a monolith in change literature, and unique aspects of these different disciplinary cultures-and consequences for change efforts-remain somewhat underdeveloped. This exploratory study focuses on similarities and differences among STEM disciplinary cultures, drawing on data gathered from scholars in discipline-based education research who attended two sessions at the 2017 Transforming Research in Undergraduate STEM Education conference. Our analyses of these data help begin to characterize disciplinary cultures using the theoretical lens of four frames: structures, symbols, power, and people. We find preliminary evidence for both similarities and differences among the cultures of STEM disciplines. Implications for change efforts and future directions for research are discussed.

Four frames for systemic change in STEM departments.

BACKGROUND: This paper adapts the four-frame model of organizational change to the context of higher education. We offer the model as a tool for researchers and change agents who wish to study and enact systemic change within STEM departments. We provide the four frames in contrast to overly simplistic models of change that have been shown to be unlikely to result in sustainable improvements. As we outline the four frames, we discuss both how the frames provide insight into potential products for change and how they influence the process of change. We provide an extended example of how the four frames can be used to analyze an existing change effort and implications of this approach for future work. CONCLUSIONS: This paper adapts a model for promoting and understanding change efforts in STEM departments. This is a model that can be used by nearly any researcher or administrator to help increase the impact of their work.

Multivariate analysis of functional metagenomes.

Metagenomics is a primary tool for the description of microbial and viral communities. The sheer magnitude of the data generated in each metagenome makes identifying key differences in the function and taxonomy between communities difficult to elucidate. Here we discuss the application of seven different data mining and statistical analyses by comparing and contrasting the metabolic functions of 212 microbial metagenomes within and between 10 environments. Not all approaches are appropriate for all questions, and researchers should decide which approach addresses their questions. This work demonstrated the use of each approach: for example, random forests provided a robust and enlightening description of both the clustering of metagenomes and the metabolic processes that were important in separating microbial communities from different environments. All analyses identified that the presence of phage genes within the microbial community was a predictor of whether the microbial community was host-associated or free-living. Several analyses identified the subtle differences that occur with environments, such as those seen in different regions of the marine environment.