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As part of an institutional focus on STEM student success, a group of STEM faculty participated in a year-long faculty learning community (FLC) to explore and adopt research-based best practice in their teaching. The authors assessed the effectiveness of the FLC in influencing faculty perceptions about teaching and increasing their use of best teaching practices. Their research design used pre- and post-analysis of participants' teaching logs, classroom observations, and a survey instrument that probed attitudes toward teaching and learning. Data analysis shows that the sustained support provided by the FLC increased faculty knowledge of best teaching practices and catalyzed faculty to try new pedagogical and assessment approaches. However, over the year of the FLC experience, only small shifts were observed in faculty perceptions and practice, as measured by a survey and a descriptive observation protocol, respectively. Results suggest the experience primarily supported modest faculty exploration of new strategies.

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This document was originally published by Miami University in Learning Communities Journal. Copyright restrictions may apply.