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Table 4 Factors cited that prompted change to individual teaching practices or department changes related to teaching

From: Adapting the CACAO model to support higher education STEM teaching reform

Influencing Factor

Example Faculty Quotes

Partner Projects

“Also through the partner project we implemented carousel and concept maps.”

“Participating in two partner projects gave us the incentive to think actively & make changes to our courses.”

“In the last year, there has been robust discussion…regarding consistency across sections to help with success and vertical integration. This has been possible because of the creation of a [discipline] curriculum committee and a funded… partner project.”

CTL Workshops and Programming

“Introduced and fully implemented POGIL, prompted by CTL course design workshop.”

“…joined Boise State University Teaching Scholars and started to educate myself about EBIPs (CTL!) via workshops and faculty communities.”

Other project activities or general reference to project

“… more freedom to approach others and get information on their teaching techniques/materials- it is more okay to do this; prompted significantly by participating in [the project]”

“Teaching is something that is consistently discussed within the department….. Prior to 4 years ago this was not the case. I think this shift has happened partially because of [the project] but also because of other organizations [discipline specific] have put a lot of importance on teaching methods”

Discussion with colleagues and FAST Team members

“Team-based Learning. This was prompted by discussions with colleagues and support from [the project].”

“Integrated EBIPs in every class. 200 level to 500 level motivated by improving evals, discussions with colleagues…”

“We have more discussions about teaching and the curriculum. This change is related to several things, FAST Team activities in dept: spending time in faculty meetings talking about EBIPs; [short workshops] in faculty meeting…”