Institutionalizing evidence-based STEM reform through faculty professional development and support structures

Institutionalizing evidence-based STEM reform through faculty professional development and support structures

Abstract Background Even though student-centered instruction leads to positive student outcomes, direct instruction methods are still prevalent. Multiple barriers prevent faculty from further adopting evidence-based student-centered practices and holistic approaches to faculty support are necessary...

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Bibliographic Details
Main Authors: Sreyasi Biswas, Rocio Benabentos, Eric Brewe, Geoff Potvin, Julian Edward, Marcy Kravec, Laird Kramer
Format: Article
Language:English
Published: SpringerOpen 2022-05-01
Series:International Journal of STEM Education
Subjects:
Instructional change
Professional development
Post-secondary faculty
Online Access:https://doi.org/10.1186/s40594-022-00353-z

Internet

https://doi.org/10.1186/s40594-022-00353-z

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