February 17, 2011
Evidence-based Teaching: Staying Current on What Works
My former colleague Jim Fairweather has written a paper commissioned by the National Academies National Research Council Board of Science Education which makes some interesting points. But first a bit of background.
Most of us in the humanities are vaguely aware that over the past 20 years or so, the National Science Foundation and other science education entities have invested considerable money in the reform of undergraduate science education. Lots of reports advocated for reform, although I’ve never been convinced the need for reform was all that much greater in science, math and engineering than in the rest of our disciplines. A variety of large and comparatively well-funded projects were completed or are still ongoing in these disciplines and because they were externally funded, their effectiveness had to be documented. The various projects that make use of group work and other more learner-centered approaches, most involving those pedagogies that engage students early in their college experience, were shown to effectively impact a wide range of learning outcomes. All very good news. The problem has been that despite their effectiveness, few of these reforms have penetrated other classrooms. The question is why?
Those of us who work in faculty development have long assumed that faculty can be persuaded to change instructional practices if and when they are confronted with evidence. If a particular method can be shown to be more effective at promoting learning than what is done currently, teachers will be motivated to change. In his paper, Fairweather says that’s not the case. All sorts of evidence exists (and I agree, the evidence is there) and faculty are not changing the way they teach. He thinks the problem is the reward issue—that teaching is still not valued as much as research, and until that imbalance is addressed, teachers aren’t all that motivated to make changes.
I’m not so sure the reward issue explains why teachers aren’t opting for those pedagogies that more directly focus on learning. Maybe at research universities, it’s the reward issue, but elsewhere? The question for me is whether faculty know that there is evidence that supports the efficacy of these approaches. Do they read educational research? I don’t think so. Do they read the scholarship on teaching and learning in their disciplines? A few do, but not many based on the circulation of those periodicals.
The crux of matter is that we have yet to address what kind of resources practicing teachers need to keep them informed and growing as teachers. A busy teacher who’s teaching four courses, advising, providing service to the institution and trying to keep up with developments in his or her field cannot be expected to go to educational psychology journals, for example, to find out the latest research on student motivation. Those findings need to be brought to individual teachers in a readable and accessible format that concludes with recommendations based on the findings. And maybe that does get back to the reward issue because there certainly is no reward or recognition for scholarship that translates, integrates and explores implications of findings.
But here’s where I ended up in my thinking about this. I do believed that faculty value evidence—they may want to explore it for themselves, they may want to look for other findings, they may want to challenge assumptions or argue methodology, but after they’ve done all that if the research documents that student motivation increases when students are given some choice and control over how they learn, most faculty would not only be willing to explore how they could give students that discretion, I believe most would want to do so.
We get tired, some of us are old and cynical, but almost all of us are teachers for very idealistic reasons. The satisfaction that comes from helping students learn is worth more than any dollars and cents reward—which is not to say teachers are paid enough or are getting all they deserve. It’s just that not all rewards are equal—some buy groceries, others establish our place in world as valuable human beings.
To access the PDF of Fairweather’s report Linking Evidence and Promising Practices in Science, Technology, Engineering, and Mathematics (STEM) Undergraduate Education, go here »