Abstract
This dissertation investigates faculty practices in higher education, with a particular focus on the adoption of pedagogical innovations by Science, Technology, Engineering and Mathematics (STEM) instructors. Central to this work is an exploration of the cognitive, emotional, and motivational factors that guide faculty decision-making processes in relation to their pedagogical practices. Drawing on the theoretical underpinnings of the Teacher-Centered Systemic Reform (TCSR) model, as well as the Diffusion of Innovations (DOI) framework, this dissertation provides insights into how instructors respond to challenges in their teaching environments, how their emotions influence their pedagogical choices, and how innovations like alternative grading schemes are perceived and implemented in the classroom.
Part 1 of this dissertation concerns a project centered on a specific practice – reflection. Within this first part, the part one introduction presents the construct of reflective practice in higher education; chapter 1 subsequently presents an analysis of reflective writings by STEM faculty, a relatively underexplored area in the literature. The study reveals that novice instructors need guidance in pedagogical innovations, like reflective practice, in order for said innovations to be effective. The results have already informed changes to a national new-faculty workshop, demonstrating the real-world impact of this research on instructor development. Chapter 2 extends the findings of chapter 1 by focusing on a particularly neglected area of STEM faculty thinking – emotions in teaching. This chapter addresses this gap by examining the emotional responses STEM instructors express in their reflective writings. The analysis reveals that emotions such as anger, guilt, anxiety, and happiness are large parts of instructors’ experiences despite being rarely discussed in formal pedagogical discourse. The research highlights the importance of acknowledging these emotions, both for instructors' self-reflection and for informing effective teacher training programs.
Part 2 of this dissertation is centered on the implementation of an alternative grading scheme. The part 2 introduction explores the novel grading scheme of specifications grading. This is followed by chapter 3 wherein instructors’ motivations for adopting the innovative teaching practice of specifications grading are examined. Through the analysis of semi-structured interviews, this chapter explores faculty perceptions of the relative advantages of specifications grading compared to traditional grading methods. The results reveal that many instructors view specifications grading as a way to provide more flexibility for their students. Chapter 4 delves into the characteristics of the implementation of specifications grading across a range of chemistry course types through a thorough examination of course artifacts. The study reveals the implementation of specifications grading is quite varied, necessitating careful consideration when attributing outcomes to the general umbrella of specifications grading. While much of the literature focuses on instructors’ accounts of student benefits under specifications grading, chapter 5 investigates how students perceive the impact of specifications grading on their own learning experiences. The findings suggest that students have mixed opinions, with some praising the clarity of the grading system and its focus on learning outcomes, while others express concerns about the increased effort required to meet the criteria. This chapter calls for further research to explore the differential impacts of innovative grading systems on diverse student populations and highlights the importance of evaluating pedagogical innovations over time, to better align research with the stages of innovation adoption.
This dissertation makes several key contributions to the literature on teaching and learning in higher education. By examining the emotional, cognitive, and motivational dimensions of faculty decision-making, as well as the practical and student-centered outcomes of pedagogical innovations like specifications grading, the research furthers our understanding of the factors that influence the adoption and effectiveness of pedagogical innovations in STEM disciplines. The findings have broad implications for faculty development programs, the design of grading systems, and the future of pedagogical practices in higher education, offering valuable insights for educators, administrators, and researchers. Finally, the common themes across both parts of this dissertation are explored, which provide beneficial information in furtherance of STEM instructor processional development.
