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
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author 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
author_facet 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
author_sort Lane, A. Kelly
collection PubMed
description 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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spelling pubmed-75027222020-09-28 Innovative teaching knowledge stays with users 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 Proc Natl Acad Sci U S A Social Sciences 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. National Academy of Sciences 2020-09-15 2020-08-31 /pmc/articles/PMC7502722/ /pubmed/32868432 http://dx.doi.org/10.1073/pnas.2012372117 Text en Copyright © 2020 the Author(s). Published by PNAS. https://creativecommons.org/licenses/by-nc-nd/4.0/ https://creativecommons.org/licenses/by-nc-nd/4.0/This open access article is distributed under Creative Commons Attribution-NonCommercial-NoDerivatives License 4.0 (CC BY-NC-ND) (https://creativecommons.org/licenses/by-nc-nd/4.0/) .
spellingShingle Social Sciences
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
Innovative teaching knowledge stays with users
title Innovative teaching knowledge stays with users
title_full Innovative teaching knowledge stays with users
title_fullStr Innovative teaching knowledge stays with users
title_full_unstemmed Innovative teaching knowledge stays with users
title_short Innovative teaching knowledge stays with users
title_sort innovative teaching knowledge stays with users
topic Social Sciences
url 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
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