Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses

Yik, Brandon J.; Raker, Jeffrey R.; Apkarian, Naneh; Stains, Marilyne; Henderson, Charles; Dancy, Melissa H.; Johnson, Estrella

doi:10.1186/s40594-022-00333-3

International Journal of STEM Education

Table 1 Factors used in the final multilevel model and their coding

From: Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses

Factor	Coding
Dependent variable
LECTURE: Overall percent lecturing	The overall percent of time during regular class meetings that students spend listening to the instructor lecture or solve problems
Department characteristics
CHEM: Chemistry (reference group: math)	0 = no, 1 = yes
PHYS: Physics (reference group: math)	0 = no, 1 = yes
BACH: Bachelor’s degree is highest offered by department (reference group: associate degree)	0 = no, 1 = yes
GRAD: Graduate degree is highest offered by department (reference group: associate degree)	0 = no, 1 = yes
Department appointment expectations
LOAD: Teaching load
TENURE: Tenured instructor (reference group: no opportunity to earn tenure)	0 = no, 1 = yes
TENURETRACK: Tenure-track instructor (reference group: no opportunity to earn tenure)	0 = no, 1 = yes
SET: Role of student evaluation of teaching in review, promotion, or tenure compared to other measures	0 = not used, 1 = less weight, 2 = equal weight, 3 = more weight, 4 = only used
APT: Role of assessment of teaching performance in review, promotion, or tenure compared to other measures	0 = not used, 1 = not influential, 2 = somewhat influential, 3 = influential, 4 = very influential
Classroom contextual
SIZE: Class size	−2 = 2–19, −1 = 20–29, 0 = 30–39, +1 = 40–59, +2 = 60–99, +3 = 100 + students^a
ROOM: Classroom setup	0 = fixed seats, 1 = allows for group work
SIZE × ROOM: Class size × classroom setup interaction effect	Interaction effect of class size and classroom setup with coding used above
DECISION: Decision making authority	0 = respondent has sole decision-making authority, 1 = is in collaboration with others to make decisions
Personal factors
RBIS: Had been in a course as a student that had used RBIS	0 = no, 1 = yes
SOTL: Conducts scholarship of teaching and learning or discipline-based education research	0 = no, 1 = yes
TFC: Has taken teaching-focused coursework at the undergraduate, graduate, or postdoctoral level	0 = no, 1 = yes
WKSP: Has participated in teaching-related workshops	0 = no, 1 = yes
NFE: Has participated in teaching-related new faculty experiences	0 = no, 1 = yes
Teacher thinking
GROWTH: Degree of holding a growth mindset by the instructor	−2.5 = fixed mindset to +2.5 = growth mindset^b
SATISFACTION: Instructor’s level of satisfaction with student learning	−2 = very dissatisfied to +2 = very satisfied^c

^aGrand-median centered at 30–39 students. ^bAverage of three items on a six-point Likert scale from 1 to 6 that describe fixed mindset (Dweck et al., 1995); items were reverse coded to represent increasing growth mindset and centered at the middle of the scale. ^cThe single item was answered on a five-point Likert scale from 1 (very dissatisfied) to 5 (very satisfied); values were centered at middle of the scale

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