Insights into STEM Education Praxis: An Assessment Scheme for Course Syllabi.

Abstract

Post-secondary institutions within the European Higher Education Area have been adapting quality assurance
\nmechanisms for course design, delivery, and evaluation following a learner-centered approach. The purpose of
\nthis exploratory study was to delineate the teaching practices in science, technology, engineering, and mathematics
\nat the postsecondary level through an assessment of course syllabi. An analytical rubric was developed
\nwith the STEM community, STEM education, and STEM assessment factors in order to assess teaching practices
\nthrough syllabi of the courses offered at a public university within the European Higher Education Area.
\nData were analyzed at the item level using a Mann-Whitney non-parametric test and at the factor level with an
\nindependent t-test. Results showed that there were statistically significant differences between the externally
\naccredited and non-accredited programs in STEM_education and STEM_assessment variables (p 0.01), which
\nindicated a practical significance in favor of accredited programs. There was reason to believe that the external
\naccreditation process has a positive impact on instructors in encouraging them to align their syllabi with the
\nSTEM education praxis under the influence of the student-centered teaching and learning paradigm.