Understanding the impact of educational development interventions on classroom instruction and student success

Abstract

This study explored three US educational development (ED) programs: a weeklong course design institute, a new faculty learning community (NFLC), and a STEM learning community (STEM-LC). We compared observed instruction and student achievement for 239 STEM undergraduate courses taught by instructors who had or had not engaged in ED. Courses taught by NFLC and STEM-LC instructors had significantly more learning-focused syllabi and active learning than courses taught by non-engaged instructors, controlling for class size and type. We conclude that instructors need support in implementing active learning to ensure all students benefit. Additional research is needed to explore ED and active learning.