Innovative teaching knowledge stays with users.
STEM education
evidence-based instructional practices
institutional change
social network analysis
undergraduate
Journal
Proceedings of the National Academy of Sciences of the United States of America
ISSN: 1091-6490
Titre abrégé: Proc Natl Acad Sci U S A
Pays: United States
ID NLM: 7505876
Informations de publication
Date de publication:
15 09 2020
15 09 2020
Historique:
pubmed:
2
9
2020
medline:
2
9
2020
entrez:
2
9
2020
Statut:
ppublish
Résumé
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.
Identifiants
pubmed: 32868432
pii: 2012372117
doi: 10.1073/pnas.2012372117
pmc: PMC7502722
doi:
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Research Support, U.S. Gov't, Non-P.H.S.
Langues
eng
Sous-ensembles de citation
IM
Pagination
22665-22667Informations de copyright
Copyright © 2020 the Author(s). Published by PNAS.
Déclaration de conflit d'intérêts
The authors declare no competing interest.
Références
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pubmed: 19390031
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pubmed: 29599232
Int J STEM Educ. 2017;4(1):25
pubmed: 30631681
Proc Natl Acad Sci U S A. 2020 Mar 24;117(12):6476-6483
pubmed: 32152114