Introductory biology and chemistry courses have some of the highest attrition rates at Delaware Technical Community College. High attrition rates in undergraduate Science, Technology, Engineering and Mathematics (STEM) courses are also present on a national scale (Chen, 2013). Research in student success points to a lack of student-centered pedagogical practices, providing a less engaging learning environment. However, engagement is particularly important in STEM fields (AAAS, 2010; NRC, 2005). Such student-centered practices could be attained through professional development activities. Faculty professional development efforts at Delaware Technical Community College include training topics in instructional design and educational technology. The aim of this executive position paper was to use a survey instrument to evaluate (1) what science faculty members believe are important skills for science students, (2) how best to teach those skills, (3) what instructional methods science faculty self-report using in class, and (4) what areas of the professional development program are available for faculty. The survey was distributed to the science faculty, science department heads, and professional development staff. The survey results indicate that all three groups agree on the skills science students need to be successful in their field. The data also reveal that all three groups consistently identified the student-centered instructional practices that national reports identify as effective teaching methods in the STEM disciplines. Contrary to knowing which strategies benefit student learning, science faculty report using lectures as their primary instructional practice and predominantly employing assessment techniques such as multiple-choice questions. This project has identified eight recommendations that would benefit science faculty development to potentially increase STEM student success: (1) embrace active learning, (2) leverage faculty learning communities, (3) improve communication and embrace understanding, (4) understand trends in professional development, (5) celebrate our successes, (6) leverage the power of peer observations, (7) help faculty target student study skills in their pedagogy, and (8) redefine what it means to be a scientist and an instructor. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]