Characteristics of departments with high-use of active learning in introductory STEM courses: Implications for departmental transformation

In 2019, sampling by institution, we conducted a web-based survey of 3,769 instructors who taught introductory chemistry, mathematics, and physics. Some departments had multiple instructors who made high use of active learning instructional strategies. We conducted interviews with 27 instructors in 16 such departments. Using grounded theory methods, we developed a model that highlights the relevant characteristics of departments that have high use of active learning instruction in their introductory courses. According to this model, there are four main characteristics of such departments (motivated people, knowledge about teaching, opportunities, and cultures and structures that support active learning) and two positive feedback loops. There are two main take-away messages for those interested in promoting the use of active learning. The first is that all four components are important. The second is that desired outcomes are obtained and strengthened over time through the two positive feedback loops.