Exploring Epistemological Beliefs and Network Associations of STEM Faculty

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Published: Oct 16, 2026

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Narmin Ghalichi
Southeast New Mexico College
https://orcid.org/0000-0002-3427-7775
Dr.Raubenheimer
Meredith College
Dr. van Staaden
Bowling Green State University

Abstract

Interactions among faculty members play a critical role in the diffusion of research-based instructional strategies (RBIS). Prior research suggests that non-tenure-track faculty differ significantly from their tenured counterparts in teaching practices and engagement with instructional reform. This study explores how faculty members’ teaching-related epistemological beliefs influence their engagement with RBIS and their relationships in collegial networks. Using an interpretive phenomenological apwe analyzed faculty narratives to capture their beliefs about teaching and RBIS. These qualitative insights were combined with sociometric measures from social network analysis to identify individuals who hold central positions in a faculty network. A focused case study of a pivotal faculty member illustrates how epistemological beliefs shape interpersonal influence and credibility across faculty status lines. Findings highlight the significance of individual beliefs in fostering collegial connections and advancing the institutional spread of RBIS.


 


 

Article Details

Issue
Vol. 30 No. 3 (2026): Electronic Journal for Research in Science and Mathematics Education
Section
Research / Empirical

© 2026 Electronic Journal for Research in Science & Mathematics Education (EJRSME)

Author Biographies

Narmin Ghalichi, Southeast New Mexico College

I graduated with a PhD in STEM Education and MS in Ecology in 2019. I have always had a passion for education both as a learner/teacher and a researcher. I think education provides a pathway for social integration that we humans long for. I have been a postdoctoral at Bowling Green State University where I collected data that motivated the development of the manuscript I am submitting to the journal. After COVID, I struggled with finding a faculty position and started working as Institutional Researcher at Southeast New Mexico College. As an IR here at SENMC, I hope to contribute to the data that would help both faculty and students optimize educational opportunities to ensure that our students become valued members of the community and society at large. As a researcher at heart, I continue collecting data and hope to contribute to educational scholarship.

Dr.Raubenheimer, Meredith College

Dianne has over thirty years of experience working in educational institutions (universities and non-governmental organizations) focusing particularly on assessment and program evaluation; faculty development; teacher preparation; science and mathematics education; curriculum development; and educational program delivery.

Prior to joining the Meredith College staff in December 2011, Dianne served as Director of Assessment for NC State University’s College of Engineering, a position she held from 2005. When Dianne first arrived in the USA from South Africa, she taught courses in Educational Studies at Brescia University in Kentucky, a position she assumed in 1998. In South Africa she taught at the University of Natal, Durban and prior to that also held senior positions in non-governmental organizations focusing on enhancing science and math teacher education.

Dianne has extensive experience in educational research design and in working with faculty to conduct research within courses they are teaching, as well as with the assessment of students, courses and programs. She also brings experience in formative and summative program evaluation. Dianne works as an educational consultant and is currently serving (or has served) as external evaluator on many educational research and development grants, including a number of NSF grants, FIPSE and foundation grants.

Dr. van Staaden, Bowling Green State University

Research in my lab is focused on untangling the behavioral and genetic factors underlying substance use disorders. We are exploring learning and memory, decision making, and behavioral control, motivational and reward systems, and the long-term effects of prenatal drug exposure. This work contributes to a better understanding of the prevention and treatment of drug addiction, such as the current opioid crisis. A second research theme centers on improving undergraduate STEM education, in particular focusing on social network analysis and the mechanisms of institutional change.