Contextualizing communities in an instructional improvement initiative: exploring STEM faculty engagement in teaching-related conversations
Abstract A frequently cited strategy for fostering science, technology, engineering, and mathematics (STEM) instructional improvements is creating communities where faculty can share and learn evidence-based teaching practices. Despite research-documented benefits, little is known about why (and wit...
| Hauptverfasser: | , , |
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| Format: | Artikel |
| Sprache: | English |
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SpringerOpen
2021-11-01
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| Schriftenreihe: | Disciplinary and Interdisciplinary Science Education Research |
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| Online Zugang: | https://doi.org/10.1186/s43031-021-00038-7 |