Abstract:

Students' understanding of STEM (science, technology, engineering & mathematics) education requires active learning, yet, changing experienced lecturers' traditional methods of transmitting knowledge is challenging, and the search for suitable ways for bridging the theory-practice gap in higher education is ongoing.

In this work, we combined Engaging Lectures strategy with Teaching for Understanding (TfU) approach in order to modify the instructional methods of an academic course towards active learning. This case study aims to characterize the lecturer's challenges and benefits during the introduction of TfU engaging lectures to a biotechnology engineering course and to explore the possible contribution to students' understanding. Data sources included: lecturer weekly notes and reflections, advisor's weekly notes, TfU activities, test scores and post course questionnaire. Categories emerged by several cycles of content analysis and discussed to achieve agreement. Due to the limited scope, this presentation is dedicated to the lecturer change.

Despite the lecturer's belief in TfU engaging lectures merits, change of established habits was difficult and the advisor's support was essential. Lecturer's main challenges during the course included: Content coverage vrs. students' understanding; established instructional habits; changing role during lectures. The main findings concerning the lecturers' benefits were: Students' satisfaction and participation; lecturer's developing new skills; professional satisfaction. The change process was a subtle dance of forward and backward steps, leading to change of instructional beliefs and a growing sense of empowerment. The findings highlight the importance of habits and inner factors during instructional change and the need for continuing support after the professional development. The findings also indicate that the TfU engaging lectures is a beneficial strategy for both students and lecturer.

Previous studies in STEM education found that lecturers point at situational factors as the barriers of instructional change. The findings stress the genuine inner struggle of a motivated experienced lecturer to incorporate and maintain new practices, and the importance of continuing support for Instructional change after a professional development. The findings also indicate that TfU engaging lectures is a beneficial strategy for students and lecturer. This research contributes to our understanding of lecturers' challenges during the instructional change process, essential for the development of adequate support systems. The findings will also contribute to improve planning and instruction of this course and similar undergraduate courses, in an engaging way that may assist in STEM students learning and retention.

Keywords:

Case study, higher education, lecturer change, instructional approaches, engaging lectures, teaching for understanding.