Faculty drivers and barriers: laying the groundwork for undergraduate STEM education reform in academic departments

Faculty drivers and barriers: laying the groundwork for undergraduate STEM education reform in academic departments

Abstract Background Calls to improve student learning and increase the number of science, technology, engineering, and math (STEM) college and university graduates assert the need for widespread adoption of evidence-based instructional practices in undergraduate STEM courses. For successful reforms...

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Bibliographic Details
Main Authors: Susan E. Shadle, Anthony Marker, Brittnee Earl
Format: Article
Language:English
Published: SpringerOpen 2017-04-01
Series:International Journal of STEM Education
Subjects:
Barriers to change
Drivers to change
STEM education reform
Evidence-based instructional practices
Departmental differences
Online Access:http://link.springer.com/article/10.1186/s40594-017-0062-7

Internet

http://link.springer.com/article/10.1186/s40594-017-0062-7

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