Faculty drivers and barriers: laying the groundwork for undergraduate STEM education reform in academic departments
Abstract
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 to take hold and endure, it is likely that a significant shift in culture around teaching is needed. This study seeks to describe the initial response of faculty to an...
Paper Details
Title
Faculty drivers and barriers: laying the groundwork for undergraduate STEM education reform in academic departments
Published Date
Apr 13, 2017
Volume
4
Issue
1
Pages
8 - 8
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