Chemistry courses at universities are often taught in formats that make student engagement difficult to support, especially in larger classes. At the same time, research in chemistry and STEM education shows that students learn better when teaching includes more than content delivery alone. In practice, however, teaching is rarely a simple choice between “lecture” and “active learning.” Instructors usually combine different kinds of practices, and these combinations may depend on course format, class size, available time, teaching materials, and instructors’ confidence in teaching.
This project studies teaching practices in higher chemistry education using the ICAP framework (passive, active, constructive, interactive). The aim is to describe typical teaching profiles among instructors and to understand which personal and contextual factors are linked to these profiles. The project also looks at how teaching self-efficacy relates to these patterns. By doing so, it addresses an important gap: we still know too little about how instructors actually organise teaching across different chemistry contexts, and what support they may need to make teaching more engaging.
The expected outcome is a clearer picture of teaching practice patterns in university chemistry and practical guidance for course design and faculty support. The results can help departments and instructors make informed decisions about how to improve learning environments in ways that fit real teaching conditions.
Project goals
- Identify typical teaching practice profiles among university chemistry instructors using the ICAP framework and describe how these profiles differ in their use of passive, active, constructive, and interactive practices.
- Examine which contextual factors are linked to profile membership (e.g., course format, class size, teaching workload, course design, and revision practices) and how instructors’ teaching self-efficacy is related to teaching practice profiles.
- Provide evidence that can support faculty development and teaching support programs in chemistry.
- Contribute practical ideas for improving student engagement in higher chemistry courses, including large-enrollment settings.
