Innovative teaching knowledge stays with users

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...

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Detalles Bibliográficos
Autores principales: Lane, A. Kelly, McAlpin, Jacob D., Earl, Brittnee, Feola, Stephanie, Lewis, Jennifer E., Mertens, Karl, Shadle, Susan E., Skvoretz, John, Ziker, John P., Couch, Brian A., Prevost, Luanna B., Stains, Marilyne
Formato: Online Artículo Texto
Lenguaje:English
Publicado: National Academy of Sciences 2020
Materias:
Social Sciences
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7502722/
https://www.ncbi.nlm.nih.gov/pubmed/32868432
http://dx.doi.org/10.1073/pnas.2012372117
Descripción
Sumario: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.

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