THE POTENTIAL ROLE OF STUDENTS IN THE TRANSFORMATION OF LARGE INTRODUCTORY-LEVEL COLLEGE STEM COURSES

Our study aims to characterize both student-influenced impediments and supports for the adoption of transformative teaching and learning strategies in introductory-level college STEM courses. We are guided by social cognitive theory and utilize a mixed methods approach. Data is collected via classroom observations using the COPUS, one-on-one interviews with students and faculty members, and online surveys of students and the faculty. Our study focuses on potential impediments and supports within the context of one research-intensive state university in the U.S.A. In this presentation, we discuss initial findings accrued from studying six STEM courses from six different departments. These early findings point to personal, cultural, and structural obstacles to transforming college-level STEM education, preliminary recommendations for overcoming or removing these obstacles, and areas for ongoing research.