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Full-Text Articles in Education
Anatomy Of Stem Teaching In North American Universities, Paul J. Wendel, Kathryn M. Plank, Anna M. Young
Anatomy Of Stem Teaching In North American Universities, Paul J. Wendel, Kathryn M. Plank, Anna M. Young
Faculty Articles
A large body of evidence demonstrates that strategies that promote student interactions and cognitively engage students with content (1) lead to gains in learning and attitudinal outcomes for students in science, technology, engineering, and mathematics (STEM) courses (1, 2). Many educational and governmental bodies have called for and supported adoption of these student-centered strategies throughout the undergraduate STEM curriculum. But to the extent that we have pictures of the STEM undergraduate instructional landscape, it has mostly been provided through self-report surveys of faculty members, within a particular STEM discipline [e.g., (3–6)]. …