Supporting Research-Based Teaching in Your Department

Version 2024.1

This section provides guidance for department chairs and leaders to create departmental and cultural structures to support

Instructional Staff

Faculty, instructors, adjuncts, teaching staff, and others who serve as instructors of record for courses. This term does not include instructional support staff who support the teaching of courses.

in implementing research-based teaching in your department. Physics education research (PER) has produced many principles and strategies that can dramatically improve student learning of physics. We use the term research-based teaching broadly to refer to teaching that applies the principles of PER and/or uses strategies, tools, and/or materials developed through PER. Research-based teaching is structured around insights from research about students’ physics ideas. It helps students build on these ideas through active learning or interactive engagement, in which students collaboratively think through physics rather than passively listen to lectures, as well as through peer interaction and

Formative Assessment

Assessment for the purposes of monitoring progress toward a goal, identifying strengths and weaknesses, providing feedback, and enabling improvement. Formative assessment may be used to provide feedback to students about their learning (e.g., through low-stakes homework, quizzes, or peer discussion), to instructional staff about their teaching (e.g., through mid-semester feedback forms or peer observations of teaching), or to departments about their achievement of program-level student learning outcomes (e.g., through aggregate student performance on designated in-class conceptual questions, homework, and exam questions chosen for their relevance to the particular outcome being assessed; presentations; and projects). Formative assessment is often contrasted with summative assessment, which is assessment for the purposes of measuring the final achievement of outcomes at the end of an event or experience.

to support students in actively constructing their own understanding of physics. This section builds on research in departmental change, which demonstrates that the effective implementation of research-based teaching requires structural support at the departmental level. The section on Implementing Research-Based Teaching in Your Classroom provides guidance for classroom instructional staff on how to understand and implement research-based teaching in their physics classes. For general guidance on departmental change, which can be applied to changing the culture of teaching in your department, see the section on How to Create and Sustain Effective Change.

Benefits

Effective implementation of the principles and strategies of research-based teaching has been demonstrated to improve student learning, satisfaction, and/or retention for all kinds of students, including students from

Marginalized Groups

People of color and others with marginalized ethnicities, women and others who experience misogyny, LGBTQ+ people, disabled people, and others who have traditionally been marginalized in society and in physics. According to the TEAM-UP Report, marginalized groups are “groups of people defined by a common social identity who lack adequate social power or resources to design, build, or perpetuate social structures or institutions that reflect the centrality … of their identities, proclivities, and points of view. … They need not be underrepresented or numerical minorities, but often are.” We use the term marginalized groups, rather than minorities, underrepresented groups, or other commonly used terms, because people in these groups are not always minorities or underrepresented, and in order to convey that underrepresentation is the result of marginalization rather than a statistical accident. Another common term is minoritized groups. While we use this general term for brevity and readability, it is important to recognize that the many different groups encompassed by this term face different challenges and have different needs that should be addressed individually whenever possible, to learn the terms that people ask to be called, and to recognize that these terms may change over time.

, first-generation college students, introductory and advanced physics students majoring in physics and in other disciplines, and students who are underprepared. Supporting research-based teaching at a department level can help ensure that these practices become a part of the culture and structure of the department, rather than relying on isolated

Instructional Staff

Faculty, instructors, adjuncts, teaching staff, and others who serve as instructors of record for courses. This term does not include instructional support staff who support the teaching of courses.

to effect change while working against structures that don’t support them in research-based teaching. Using these practices throughout your program can create a culture of scholarship around teaching and learning, enabling departmental instructional staff to apply their critical scientific skills to their teaching while helping them be more productive, collaborative, and effective in their teaching. These practices can improve student learning and student success, which is likely to enhance enrollment and thereby lead to departmental recognition and success.

The Cycle of Reflection and Action

Effective Practices

Effective Practices

  1. Develop, promote, and institutionalize a departmental culture of scholarly and effective teaching

  2. Support all instructional staff in research-based teaching

  3. Use a cyclic process to design, assess, and improve courses based on student learning outcomes

Programmatic Assessments

Programmatic Assessments

See Resources in the section on Implementing Research-Based Teaching in Your Classroom for resources about transforming classroom practice. The following resources are guides to particular models for transforming teaching in STEM departments.

References 1–3 provide overviews of research on models for the transformation of teaching in STEM departments. Reference 4 provides a summary of the extent to which research-based teaching practices have been taken up in higher education in the U.S.. See Evidence in the section on Implementing Research-Based Teaching in Your Classroom for an overview of research on the effectiveness of research-based teaching. See Evidence in the section on How to Create and Sustain Effective Change for an overview of research on change models in higher education.

  1. C. Henderson, A. Beach, and N. Finkelstein, “Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature,” Journal of research in science teaching 48(8), 952-984 (2011).
  2. M. Borrego and C. Henderson, “Increasing the use of evidence-based teaching in STEM higher education: A comparison of eight change strategies,” Journal of Engineering Education 103(2), 220-252 (2014).
  3. K. White, A. Beach, N. Finkelstein, C. Henderson, S. Simkins, L. Slakey, M. Stains, G. Weaver, and L. Whitehead (editors), Transforming Institutions: Accelerating Systemic Change in Higher Education, Pressbooks (2020): A collection of articles on different models for departmental transformation of STEM teaching. The last two articles discuss embedded experts.
  4. M. Dancy, C. Henderson, N. Apkarian, E. Johnson, M. Stains, J. R. Raker, and A. Lau, “Physics instructors’ knowledge and use of active learning has increased over the last decade but most still lecture too much,” Physical Review Physics Education Research 20, 010119 (2024).
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This material is based upon work supported by the National Science Foundation under Grant Nos. 1738311, 1747563, and 1821372. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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