it more "Me-Centered!"
Many of the teaching practices characterized as student-centered pedagogy increase student engagement in STEM introductory courses (Gasiewski, Eagan, Garcia, Hurtado, & Chang, 2012).Highlighting survey items that constitute the CIRP construct of student-centered pedagogy used in HERI studies of undergraduate education, Table 4 shows patterns of faculty behavior regarding student-centered pedagogy and general field of study by gender. First, it should be noted that faculty in all other fields outside of STEM use more student-centered teaching practices. Second, the gender differences in use of studentcentered pedagogy are greater for faculty teaching in STEM than in all other fields, with only three exceptions: using student evaluation of each others’ work, group projects, and student-selected topics for course content.
In terms of specific teaching practices, both men (69.7%) and women (50.4%) teaching in
STEM fields are more likely to use extensive lecturing in all or most of their classes compared to their male (43.7%) and female (27.8%) colleagues in all other fields. Use of extensive lecturing in class has been shown to negatively affect student outcomes, such as engagement and achievement (Astin, 1993). In addition to using this less student-centered approach, faculty in STEM are also more likely than their counterparts in all other fields to grade on a curve, which disguises the actual changes in learning and acquisition of skills of individual students.