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\title{Science AMA Series: We are a group of science educators \& researchers,
and we're talking about what university STEM teaching looks like. AUA!}



\author[1]{STEM_Educators }%
\author[1]{r/Science AMAs}%
\affil[1]{Affiliation not available}%


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  \date{April 24, 2026}


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\begin{abstract}
Hi Reddit! We are part of a big cross-university team that has been
investigating what teaching practices are taking place in university
classrooms. We attended and documented over 2,000 classes taught by more
than 500 STEM faculty members across 25 institutions\ldots{} that's a
LOT of hours spent going to class, and we are happy to talk about what
we saw. From our observations, we analyzed the time spent on various
teaching practices (both instructor and student behaviours) and
published our findings in Science. In a nutshell: There's lots of
traditional lecturing going on, but there is a huge variety in what
university teaching looks like! Joining today, on behalf of the whole
team: Dr. Marilyne Stains (MS; @MarilyneStains) - Associate Professor in
the Department of Chemistry at the University of Nebraska-Lincoln. My
work focuses on closing the gap between research \& practice in
university STEM education. Dr. Jordan Harshman (JH; @theonlyletteR) -
Assistant Professor in the Department of Chemistry and Biochemistry at
Auburn University. My research primarily revolves around identifying
effective practices in science graduate education. Dr. Megan Barker (MB;
@meganbarkerase) - Lecturer in Biological Sciences at Simon Fraser
University; former postdoctoral fellow of the Carl Wieman Science
Education Initiative at the University of British Columbia where we did
some of this work. I'm interested in first-year experiences in biology,
and teaching assistant training. Dr. Stephanie Chasteen (SC;
@sciencegeekgirl) - Research Associate at the University of Colorado
Boulder. I'm interested in faculty development and institutional change.
Dr. Renee Cole (RC; @ChemCole) - Associate Professor of Chemistry at the
University of Iowa. I am interested in issues related to how students
learn chemistry and how that guides the design of instructional
materials and teaching strategies, as well as how to effectively
translate discipline-based research to the practice of teaching. Dr.
Stanley Lo (SL; @stanleylo302) - Assistant Teaching Professor of
Biological Sciences and of Math and Science Education at the University
of California San Diego. My research looks at faculty beliefs and how
these beliefs inform teaching and influence student learning. We're
excited to be here today, and happy to talk about our analysis and
findings, as well as a broader discussion of undergraduate STEM
education, discipline-based education research, evidence-based teaching
practices, and where your classroom could (or should?) be going. We
would love to talk with people from all backgrounds - researchers,
students, instructors, parents, and anyone else interested. We'd love to
hear your questions and perspectives! The paper (behind a paywall):
http://science.sciencemag.org/content/359/6383/1468.full The press
release (free):
https://news.unl.edu/newsrooms/today/article/lesson-learned-massive-study-finds-lectures-still-dominate-stem-ed/
Featured by Science Daily:
https://www.sciencedaily.com/releases/2018/03/180329141007.htm
-------------- Edit ------------------- Signing off for now, but feel
free to post further questions and we'll answer them when we have a
chance. Thanks for all the questions and contributions! Please do keep
the conversation going -- you can reach out to us on twitter above. This
was fun!%
\end{abstract}%



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