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Abstract

This qualitative study explores the attitudes that STEM (Science, Technology, Engineering, and Mathematics) faculty have about active learning (AL), the barriers that STEM faculty face when implementing AL, and what would encourage STEM faculty to use AL. Data was gathered using a modified Group- Level Assessment (GLA), a participatory method meant for large groups, in an online format. Thematic data analysis led to the development of four distinct faculty personas—“The Mover,” “The Shaker,” “The Planner,” and “The Feeler.” Each persona has individualized needs that will help them implement AL in the classroom. Future implications involve developing programs to help each type of faculty persona implement AL in the classroom. Administration and faculty members need to work together to develop ways to increase faculty use of AL.

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