Barriers to Change: Social Network Interactions Not Sufficient for Diffusion of High-Impact Practices in STEM Teaching
We examined the relationship between faculty teaching networks, which can aid with the implementation of didactic high-impact practices (HIPs) in classroom instruction, and the actual implementation of said practices. Participants consisted of STEM faculty members that teach introductory courses at...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-07-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/12/8/512 |
| _version_ | 1827600240963747840 |
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| author | Tracie Reding Christopher Moore Julie A. Pelton Sarah Edwards |
| author_facet | Tracie Reding Christopher Moore Julie A. Pelton Sarah Edwards |
| author_sort | Tracie Reding |
| collection | DOAJ |
| description | We examined the relationship between faculty teaching networks, which can aid with the implementation of didactic high-impact practices (HIPs) in classroom instruction, and the actual implementation of said practices. Participants consisted of STEM faculty members that teach introductory courses at a USA research university. A total of 210 faculty were invited to complete the Teaching Practices Inventory (TPI), which measures the use of classroom-based HIPs, and were then directed to a follow-up survey to gather teaching network data if they qualified. A total of 90 faculty completed the TPI, with 52 respondents completing the network analysis portion. Ego-level data, as well as network structural position data, were collected through roster format listing all invited faculty. No correlations were found between these network metrics and TPI score. Furthermore, respondents with similar TPI scores showed no preference for interactions within their group. For example, faculty with widely varying TPI scores interacted with each other with no indications of HIPs diffusion. Although the literature suggests strong teaching networks are a necessary condition for broad diffusion of HIPs, these results indicate that such networks are not a sufficient condition. This has implications for the diffusion of HIPs specifically and institutional change generally. Engaging individuals that possess both structural positions and pedagogical knowledge may be needed to help strategically diffuse HIPs in their own networks, with institutional support and guidance most likely also required. |
| first_indexed | 2024-03-09T04:32:18Z |
| format | Article |
| id | doaj.art-c992b9851ef747d5af85f0bc35497707 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-09T04:32:18Z |
| publishDate | 2022-07-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-c992b9851ef747d5af85f0bc354977072023-12-03T13:33:43ZengMDPI AGEducation Sciences2227-71022022-07-0112851210.3390/educsci12080512Barriers to Change: Social Network Interactions Not Sufficient for Diffusion of High-Impact Practices in STEM TeachingTracie Reding0Christopher Moore1Julie A. Pelton2Sarah Edwards3Parlay Consulting Firm, Omaha, NE 68182, USAPhysics Department, University of Nebraksa Omaha, Omaha, NE 68182, USASociology & Anthropology Department, University of Nebraska Omaha, Omaha, NE 68182, USATeacher Education Department, University of Nebraksa Omaha, Omaha, NE 68182, USAWe examined the relationship between faculty teaching networks, which can aid with the implementation of didactic high-impact practices (HIPs) in classroom instruction, and the actual implementation of said practices. Participants consisted of STEM faculty members that teach introductory courses at a USA research university. A total of 210 faculty were invited to complete the Teaching Practices Inventory (TPI), which measures the use of classroom-based HIPs, and were then directed to a follow-up survey to gather teaching network data if they qualified. A total of 90 faculty completed the TPI, with 52 respondents completing the network analysis portion. Ego-level data, as well as network structural position data, were collected through roster format listing all invited faculty. No correlations were found between these network metrics and TPI score. Furthermore, respondents with similar TPI scores showed no preference for interactions within their group. For example, faculty with widely varying TPI scores interacted with each other with no indications of HIPs diffusion. Although the literature suggests strong teaching networks are a necessary condition for broad diffusion of HIPs, these results indicate that such networks are not a sufficient condition. This has implications for the diffusion of HIPs specifically and institutional change generally. Engaging individuals that possess both structural positions and pedagogical knowledge may be needed to help strategically diffuse HIPs in their own networks, with institutional support and guidance most likely also required.https://www.mdpi.com/2227-7102/12/8/512high-impact practicesteaching practicessocial networking analysisteaching networksteaching practices inventoryinstitutional change |
| spellingShingle | Tracie Reding Christopher Moore Julie A. Pelton Sarah Edwards Barriers to Change: Social Network Interactions Not Sufficient for Diffusion of High-Impact Practices in STEM Teaching Education Sciences high-impact practices teaching practices social networking analysis teaching networks teaching practices inventory institutional change |
| title | Barriers to Change: Social Network Interactions Not Sufficient for Diffusion of High-Impact Practices in STEM Teaching |
| title_full | Barriers to Change: Social Network Interactions Not Sufficient for Diffusion of High-Impact Practices in STEM Teaching |
| title_fullStr | Barriers to Change: Social Network Interactions Not Sufficient for Diffusion of High-Impact Practices in STEM Teaching |
| title_full_unstemmed | Barriers to Change: Social Network Interactions Not Sufficient for Diffusion of High-Impact Practices in STEM Teaching |
| title_short | Barriers to Change: Social Network Interactions Not Sufficient for Diffusion of High-Impact Practices in STEM Teaching |
| title_sort | barriers to change social network interactions not sufficient for diffusion of high impact practices in stem teaching |
| topic | high-impact practices teaching practices social networking analysis teaching networks teaching practices inventory institutional change |
| url | https://www.mdpi.com/2227-7102/12/8/512 |
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