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<p> Educational science has identified effective and equitable instructional methods, yet traditional teaching methods continue to predominate in STEM courses. The challenge of implementing sustainable changes in undergraduate STEM education has highlighted the existence of systemic barriers and the need for approaching reforms from multiple angles. To further understand these systemic barriers and determine how they might be overcome, we drew upon the Four Frames model from organizational science, which provides a way to analyze complex systems through their structures, human resources, politics, and symbols. Using a case study method, we investigated the teaching culture of a STEM department at a research university in the United States that had successfully implemented a change in their annual faculty teaching evaluation process. We delineated ways in which each of the four frames shaped departmental teaching practices. We examined relationships between various teaching elements over time and identified how the interplay between cultural components enabled this department to implement a structural change.&#xa0;Our results demonstrate how teaching culture emerges from interactions among the four frames. They exemplify how changing teaching culture requires consistent and collective efforts across departmental teaching activities. These efforts can coalesce to facilitate educational reforms, like implementing a new teaching evaluation process. While cultural changes may not directly affect teaching practices, our findings indicate how the broader cultural context creates an environment that can enhance faculty agency and potentially enable positive pedagogical changes over time.</p>

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An Organizational View of Teaching Culture: How a STEM Department Changed its Annual Teaching Evaluation Process

  • 期刊论文

  • 发表日期：

    2025年9月2日

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  • Mojtaba Khajeloo,
  • Brian A. Couch

摘要

Educational science has identified effective and equitable instructional methods, yet traditional teaching methods continue to predominate in STEM courses. The challenge of implementing sustainable changes in undergraduate STEM education has highlighted the existence of systemic barriers and the need for approaching reforms from multiple angles. To further understand these systemic barriers and determine how they might be overcome, we drew upon the Four Frames model from organizational science, which provides a way to analyze complex systems through their structures, human resources, politics, and symbols. Using a case study method, we investigated the teaching culture of a STEM department at a research university in the United States that had successfully implemented a change in their annual faculty teaching evaluation process. We delineated ways in which each of the four frames shaped departmental teaching practices. We examined relationships between various teaching elements over time and identified how the interplay between cultural components enabled this department to implement a structural change. Our results demonstrate how teaching culture emerges from interactions among the four frames. They exemplify how changing teaching culture requires consistent and collective efforts across departmental teaching activities. These efforts can coalesce to facilitate educational reforms, like implementing a new teaching evaluation process. While cultural changes may not directly affect teaching practices, our findings indicate how the broader cultural context creates an environment that can enhance faculty agency and potentially enable positive pedagogical changes over time.