Full Text

Turn on search term navigation

© The Author(s) 2023. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.

Abstract

The National Research Council’s Framework for K-12 Science Education and the subsequent Next Generation Science Standards have provided a widespread common language for science education reform over the last decade. These efforts have naturally been targeted at the K-12 levels, but we have argued that the three dimensions outlined in these documents—scientific practices, disciplinary core ideas, and crosscutting concepts (together termed three-dimensional learning)—are also a productive route for reform in college-level science courses. However, how and why college-level faculty might be motivated to incorporate three-dimensional learning into their courses is not well understood. Here, we report a mixed-methods study of participants in an interdisciplinary professional development program designed to support faculty in developing assessments and instruction aligned with three-dimensional learning. One cohort of faculty (N = 8) was interviewed, and four cohorts of faculty (N = 33) were surveyed. Using expectancy-value theory as an organizational framework, we identified themes of perceived values and costs that participants discussed in implementing three-dimensional learning. Based on a cluster analysis of all survey participants’ motivational profiles, we propose that these themes apply to the broader population of participants in this program. We recommend specific interventions to improve faculty motivation for implementing three-dimensional learning: emphasizing the utility value of three-dimensional learning in effecting positive learning gains for students; drawing connections between the dimensions of three-dimensional learning and faculty’s disciplinary identities; highlighting scientific practices as a key leverage point for faculty ability beliefs; minimizing cognitive dissonance for faculty in understanding the similarities and differences between the three dimensions; focusing on assessment writing as a keystone professional development activity; and aligning local evaluation practices and promotion policies with the 3DL framework.

Details

Title
Characterizing faculty motivation to implement three-dimensional learning
Author
Nelson, Paul C. 1   VIAFID ORCID Logo  ; Matz, Rebecca L. 2 ; Bain, Kinsey 3 ; Fata-Hartley, Cori L. 1 ; Cooper, Melanie M. 1 

 Michigan State University, East Lansing, USA (GRID:grid.17088.36) (ISNI:0000 0001 2150 1785) 
 University of Michigan, Ann Arbor, USA (GRID:grid.214458.e) (ISNI:0000 0004 1936 7347) 
 Pepperdine University, Malibu, USA (GRID:grid.261833.d) (ISNI:0000 0001 0691 6376) 
Pages
11
Publication year
2023
Publication date
Dec 2023
Publisher
Springer Nature B.V.
e-ISSN
26622300
Source type
Scholarly Journal
Language of publication
English
ProQuest document ID
2850412808
Copyright
© The Author(s) 2023. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.