A 10-year cross-section of STEM faculty teaching

Abstract

Studies have shown that faculty in STEM are slow to adopt pedagogies that improve learning outcomes. This study centered on female STEM faculty, as they have been, and are currently, marginalized in these disciplines. To explore faculty teaching practices, the study used data from the Faculty Survey of Student Engagement (FSSE), which collects data on the ways and extent to which faculty engage students at four-year colleges and universities. A cross-sectional approach used data from three survey administrations spanning ten years to uncover differences in pedagogical approaches among female and male faculty. The Carnegie Basic Classifications for 2005, 2010, and 2015 were used to identify institution types. Master's colleges and universities with smaller, medium, and larger programs were collapsed into one group for the analysis. Each year, 48 to 71 institutions were represented in the sample. Of the total 62,000 FSSE respondents in 2007, 2012, and 2017, respectively 1,521; 917; and 1,300 met the criteria of working at a master's institution and in a STEM field. Female faculty were found to be using active teaching practices more than their male counterparts.