Limited or complete? Teaching and learning conceptions and instructional environments fostered by STEM teaching versus research faculty

Abstract Background An instructor’s conceptions of teaching and learning contribute to the establishment environments that may benefit or hinder student learning. Previous studies have defined continuum conceptions, ranging from limited complete, as well instructional practices they help inform (instructor-centered student-centered), corresponding these establish, traditional student-centered. Using case one STEM department at a research-intensive, minority serving institution, we explored faculty’s their resulting practices, uncovered perspectives on intradepartmental faculty interactions related teaching. The study participants were drawn both teaching-focused (called Professors Teaching, PoTs) research (whom call Research Professors, RPs) tenure-track lines identify whether differences existed amongst two populations. We used interviews explore analyzed syllabi unveil how shape environments. Results Overall, PoTs exhibited complete emphasized ownership learning, whereas RPs possessed intermediate focused more transmitting knowledge helping students prepare for subsequent courses. While self-reported use active pedagogies, likely also highlight importance lecture. analysis revealed enacted student-centered in classrooms compared RPs. appeared be intentionally available support outside class encouraged collaboration, while timeliness assessments enforcing instructor-centered approaches Finally, data indicated recognized individuals who influential own practices. Conclusions Our findings suggest departments should consider leveraging experts possess disciplinary background (PoTs) improve educational programs, due impacts classroom environment positive influence colleagues (RPs). This work highlights need higher education institutions offer appropriate professional development resources enable reflect aid pedagogical evolution, guide implementation into practice.