Team-based instructional change in undergraduate STEM: characterizing effective faculty collaboration

Team-based instructional change in undergraduate STEM: characterizing effective faculty collaboration

Abstract Background Team-based instructional change is a promising model for improving undergraduate STEM instruction. Teams are more likely to produce sustainable, innovative, and high-quality outcomes than individuals working alone. However, teams also tend to involve higher risks of failure and c...

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Bibliographic Details
Main Authors: Diana Sachmpazidi, Alice Olmstead, Amreen Nasim Thompson, Charles Henderson, Andrea Beach
Format: Article
Language:English
Published: SpringerOpen 2021-04-01
Series:International Journal of STEM Education
Subjects:
Instructional change
Teams
Grounded theory
Leadership
Faculty
STEM
Online Access:https://doi.org/10.1186/s40594-021-00273-4

Internet

https://doi.org/10.1186/s40594-021-00273-4

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