Chapter 14: Peer-to-Peer Collaborative Professional Learning Framework for Transferring Stem Teaching Practices

Alternatives to existing conventional forms of professional development for higher education faculty in science, technology, engineering, and mathematics (STEM) disciplines and STEM education are needed to promote changes in teaching practice and provide effective learning environments for STEM and STEM education students. This project included a literature review of collaborative professional learning (CPL), development of a collaborative framework by each faculty investigator, and qualitative assessment of results. The first hypothesis is that the transfer of evidence-based practices in STEM education is slow due to (1a) traditional workshops which are not active and are founded on a top–down learning dynamic and (1b) the lack of follow-up after training. The second hypothesis is that a peer-to-peer CPL approach produces authentic learning of evidence-based practice on the part of the faculty team members and higher rates of transfer of these practices to the classroom. The methods included videotaping each faculty investigator’s classes within engineering and education courses respectively. The team watched each videotape and analyzed teacher and student actions using both the COPUS and RTOP instruments. The team suggested active learning techniques for engineering faculty; however, plans for strengthening engineering tasks for education faculty were postponed due to the COVID-19 pandemic. Results included improved student engagement through discourse and formative assessment strategies within engineering courses and increased communication and collaboration across disciplinary teams. Implications include the potential to illuminate alternative approaches to promote the transfer of evidence-based STEM teaching practices within both STEM and education courses through the use of peer-to-peer CPL.