Abstract
ABSTRACT Applying a retrospective, qualitative, longitudinal approach, this study identified aspects of teaching and learning in mathematics and science courses that were the focus of reflections for faculty who were involved early in a STEM improvement effort at an institution oriented toward change. Results indicated an emphasis on instructional considerations but variability in participants’ focus on student learning before, during, and after participating in a yearlong faculty learning community. Implications are described that relate to building on faculty’s sense of caring, so as to centre professional development experiences on student considerations and on fostering change in undergraduate STEM education through a ‘propagation’ approach.
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