Current teaching methods in STEM departments – A road map for fundamental university educational reform: evidence from Lebanon

Abstract

PurposeThe purpose of this paper is to: (1) explore existing practices of STEM faculty at a private Lebanese university and (2) assess the extent of implementation of active learning among faculty members of selected STEM departments.Design/methodology/approachThe Working Group on “Integrating Modern Scientific teaching methodologies in STEM” (IM-STEM) at a tertiary university in Lebanon advocates for novel research-based methods to enhance STEM education. This pilot study investigated, using a modified version of the Wieman and Gilbert “Teaching Practices Inventory”, the current teaching methods used by faculty members in selected STEM departments.FindingsRemarkably, most respondents admit a willingness to incorporate new teaching methods. Main findings indicate that traditional teaching via didactic lecturing remains prevalent in the STEM classrooms at the tertiary academic institution in Lebanon despite sporadic individual efforts by faculty members to utilize unconventional methods and active learning.Research limitations/implicationsOne major limitation that influenced the efficiency of this study is the small number of respondents (71 faculty members). More in-depth data collection combining quantitative and qualitative data should be done in future studies.Practical implicationsGaining insight into the actual methods used in STEM fields in various departments can help the university management to better understand the key importance of educational reform.Originality/valueThe main value of this paper is to serve as a prelude for educational reform at a tertiary academic institution.

Preparing university teachers for times of uncertainty: the role of a transnational pedagogical-development training in Palestinian higher education

“…, 2011). Some argue that influencing teachers' conceptions of teaching and learning through pedagogical-development opportunities will positively affect their teaching practices, which in turn will lead to better student learning outcomes (Sabat et al. , 2022; Fabriz et al.…”

“…The higher education (HE) literature has increasingly examined pedagogical development, with the aim of enhancing the quality of university teaching and to equip teachers with essential competencies to cope with uncertain times and varied contexts (Fabriz et al, 2020;Fischer and H€ anze, 2020;Gibbs and Coffey, 2004;€ Odalen et al, 2019;Postareff and Nevgi, 2015;De Vries et al, 2014;Wood et al, 2011). Some argue that influencing teachers' conceptions of teaching and learning through pedagogical-development opportunities will positively affect their teaching practices, which in turn will lead to better student learning outcomes (Sabat et al, 2022;Fabriz et al, 2020;Gibbs and Coffey, 2004). As a result, numerous pedagogicaldevelopment opportunities are being promoted through channels both formal (e.g.…”