Innovative teaching knowledge stays with users

A. Kelly Lane, Jacob D. McAlpin, Brittnee Earl, Stephanie Feola, Jennifer E. Lewis, Karl Mertens, Susan E. Shadle, John Skvoretz, John P. Ziker, Brian A. Couch (), Luanna B. Prevost () and Marilyne Stains ()
Additional contact information
A. Kelly Lane: Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, MN 55455
Jacob D. McAlpin: Department of Chemistry, University of South Florida, Tampa, FL 33620
Brittnee Earl: Center for Teaching and Learning, Boise State University, Boise, ID 83725
Stephanie Feola: Department of Chemistry, University of South Florida, Tampa, FL 33620
Jennifer E. Lewis: Department of Chemistry, University of South Florida, Tampa, FL 33620; Center for Improvement of Teaching and Research on Undergraduate STEM Education, University of South Florida, Tampa, FL 33620
Karl Mertens: Ecology, Evolution, and Behavior Program, Boise State University, Boise, ID 83725
Susan E. Shadle: Center for Teaching and Learning, Boise State University, Boise, ID 83725; Department of Chemistry and Biochemistry, Boise State University, Boise, ID 83725
John Skvoretz: Center for Improvement of Teaching and Research on Undergraduate STEM Education, University of South Florida, Tampa, FL 33620; Department of Sociology, University of South Florida, Tampa, FL 33620
John P. Ziker: Department of Anthropology, Boise State University, Boise, ID 83725
Brian A. Couch: School of Biological Sciences, University of Nebraska–Lincoln, Lincoln, NE 68588
Luanna B. Prevost: Center for Improvement of Teaching and Research on Undergraduate STEM Education, University of South Florida, Tampa, FL 33620; Department of Integrative Biology, University of South Florida, Tampa, FL 33620
Marilyne Stains: Department of Chemistry, University of Virginia, Charlottesville, VA 22904

Proceedings of the National Academy of Sciences, 2020, vol. 117, issue 37, 22665-22667

Abstract: Programs seeking to transform undergraduate science, technology, engineering, and mathematics courses often strive for participating faculty to share their knowledge of innovative teaching practices with other faculty in their home departments. Here, we provide interview, survey, and social network analyses revealing that faculty who use innovative teaching practices preferentially talk to each other, suggesting that greater steps are needed for information about innovative practices to reach faculty more broadly.

Keywords: evidence-based instructional practices; institutional change; social network analysis; STEM education; undergraduate (search for similar items in EconPapers)
Date: 2020
References: Add references at CitEc
Citations:

Downloads: (external link)
http://www.pnas.org/content/117/37/22665.full (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:nas:journl:v:117:y:2020:p:22665-22667

Access Statistics for this article

More articles in Proceedings of the National Academy of Sciences from Proceedings of the National Academy of Sciences
Bibliographic data for series maintained by PNAS Product Team ().