Statistics connected to the national workforce demand for science, technology, engineering, and mathematics (STEM) graduates, and the apparent shortage of these graduates is staggering. Internet data reveal that by 2020 there will be 1.4 million computer-science-related jobs and only about 400,000 computer science graduates who have the skills necessary to be successful. These statistics translate to lower paying jobs and a general loss of opportunity.

Teaching and learning strategies that have demonstrated efficacy with respect to student retention and learning, particularly in the STEM fields, are collectively called evidence-based teaching, scientific-teaching, or research-based instructional strategies (RBIS). These active-learning strategies all contain components in which students become active participants in their own learning and provide a much-needed alternative to traditional lecture and rote memorization. The intention of this research effort was not to further prove that these strategies are effective but rather, to raise faculty awareness of the value of these instructional strategies.

This correlational study explored the gap in the literature by identifying the extent faculty adoption of RBIS is affected by differing aspects of individual and academic environmental variables found in a postsecondary institution in the Northeastern United States. Data were obtained from a 40-question survey utilizing a five-point Likert scale and four open-ended questions. Results from participants (n=114) provide supportive evidence that a positive association exists between Faculty Awareness (FAW) and Faculty Adoption (FAD) and a negative association exists between Institutional Barriers (IB) and Faculty Adoption (FAD) of RBIS strategies within the STEM classroom.

As faculty become educated in the science of teaching and learning, they will appreciate the significant potential lifetime benefits that active learning methodologies present to the digital generation of learners. Through participation in well-designed faculty development initiatives, faculty will be exposed to practices that will lead to well managed and implemented active learning strategies within the STEM classroom.