Four frames for systemic change in STEM departments by Daniel L. Reinholz, Naneh Apkarian

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What really impacts the use of active learning in undergraduate STEM education? Results from a national survey of chemistry, mathematics, and physics instructors. by Naneh Apkarian, Charles Henderson, Marilyne Stains, Jeffrey Raker, Estrella Johnson, Melissa Dancy

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Characteristics of interactive classrooms that first year students find helpful by Kristen Vroom, Jessica Gehrtz, Naneh Apkarian, Tenchita Alzaga Elizondo, Brittney Ellis, Jessica Hagman

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Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses by Brandon J. Yik, Jeffrey R. Raker, Naneh Apkarian, Marilyne Stains, Charles Henderson, Melissa H. Dancy, Estrella Johnson

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Association of malleable factors with adoption of research-based instructional strategies in introductory chemistry, mathematics, and physics by Brandon J. Yik, Jeffrey R. Raker, Naneh Apkarian, Marilyne Stains, Charles Henderson, Melissa H. Dancy, Estrella Johnson

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Characteristics of departments with high-use of active learning in introductory STEM courses: implications for departmental transformation by Alexandra C. Lau, Charles Henderson, Marilyne Stains, Melissa Dancy, Christian Merino, Naneh Apkarian, Jeffrey R. Raker, Estrella Johnson

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Examining whether and how instructional coordination occurs within introductory undergraduate STEM courses by Brian A. Couch, Luanna B. Prevost, Luanna B. Prevost, Marilyne Stains, Blake Whitt, Blake Whitt, Ariel E. Marcy, Ariel E. Marcy, Naneh Apkarian, Melissa H. Dancy, Charles Henderson, Estrella Johnson, Jeffrey R. Raker, Jeffrey R. Raker, Brandon J. Yik, Brittnee Earl, Susan E. Shadle, John Skvoretz, John Skvoretz, John P. Ziker

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