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Full-Text Articles in Life Sciences
Investigating How Faculty Social Networks And Peer Influence Relate To Knowledge And Use Of Evidence-Based Teaching Practices, A.K. Lane, John Skvoretz, J.P. Ziker, B. A. Couch, B. Earl, J.E. Lewis, J.D. Mcalpin, L.B. Prevost, S.E. Shadle, M. Stains
Investigating How Faculty Social Networks And Peer Influence Relate To Knowledge And Use Of Evidence-Based Teaching Practices, A.K. Lane, John Skvoretz, J.P. Ziker, B. A. Couch, B. Earl, J.E. Lewis, J.D. Mcalpin, L.B. Prevost, S.E. Shadle, M. Stains
School of Biological Sciences: Faculty Publications
Background: Calls for science education reform have been made for decades in the USA. The recent call to produce one million new science, technology, engineering, and math (STEM) graduates over 10 years highlights the need to employ evidence-based instructional practices (EBIPs) in undergraduate STEM classes to create engaging and effective learning environments. EBIPs are teaching strategies that have been empirically demonstrated to positively impact student learning, attitudes, and achievement in STEM disciplines. However, the mechanisms and processes by which faculty learn about and choose to implement EBIPs remain unclear. To explore this problem area, we used social network analysis to …
Investigating How Faculty Social Networks And Peer Influence Relate To Knowledge And Use Of Evidence-Based Teaching Practices, A. K. Lane, J. Skvoretz, J. P. Ziker, B. A. Couch, B. Earl, J. E. Lewis, J. D. Mcalpin, L. B. Prevost, S. E. Shadle, M. Stains
Investigating How Faculty Social Networks And Peer Influence Relate To Knowledge And Use Of Evidence-Based Teaching Practices, A. K. Lane, J. Skvoretz, J. P. Ziker, B. A. Couch, B. Earl, J. E. Lewis, J. D. Mcalpin, L. B. Prevost, S. E. Shadle, M. Stains
School of Biological Sciences: Faculty Publications
Background: Calls for science education reform have been made for decades in the USA. The recent call to produce one million new science, technology, engineering, and math (STEM) graduates over 10 years highlights the need to employ evidence-based instructional practices (EBIPs) in undergraduate STEM classes to create engaging and effective learning environments. EBIPs are teaching strategies that have been empirically demonstrated to positively impact student learning, attitudes, and achievement in STEM disciplines. However, the mechanisms and processes by which faculty learn about and choose to implement EBIPs remain unclear. To explore this problem area, we used social network analysis to …