Untangling a complex relationship: teaching beliefs and instructional practices of assistant chemistry faculty at research-intensive institutions

In this era of instructional transformation of Science, Technology, Engineering, and Mathematics (STEM) courses at the postsecondary level in the United States, the focus has been on educating science faculty about evidence-based instructional practices,i.e.practices that have been empirically proven to enhance student learning outcomes. The literature on professional development at the secondary level has demonstrated a tight...