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Robin Macaluso, Carla Amaro-Jiménez, Oliver K. Patterson, Maria Martinez-Cosio, Nilashki Veerabathina, Kametrice Clark & Jennifer Luken-Sutton. (2021) Engaging Faculty in Student Success: The Promise of Active Learning in STEM Faculty in Professional Development. College Teaching 69:2, pages 113-119.
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Shufeng Ma, Geoffrey L. Herman, Matthew West, Jonathan Tomkin & Jose Mestre. (2019) Studying STEM Faculty Communities of Practice through Social Network Analysis. The Journal of Higher Education 90:5, pages 773-799.
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Pamela L. Eddy, Yi Hao, Chris Markiewicz & Ellen Iverson. (2019) Faculty Change Agents as Adult Learners: The Power of Situated Learning. Community College Journal of Research and Practice 43:8, pages 539-555.
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Leilani A. Arthurs. (2019) Using student conceptions about groundwater as resources for teaching about aquifers. Journal of Geoscience Education 67:2, pages 161-173.
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Jose P. Mestre, Geoffrey L. Herman, Jonathan H. Tomkin & Matthew West. (2019) Keep Your Friends Close and Your Colleagues Nearby: The Hidden Ties that Improve STEM Education. Change: The Magazine of Higher Learning 51:1, pages 42-49.
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Geoffrey L. Herman, Jennifer C. Greene, Laura D. Hahn, Jose P. Mestre, Jonathan H. Tomkin & Matthew West. (2018) Changing the Teaching Culture in Introductory STEM Courses at a Large Research University. Journal of College Science Teaching 47:6, pages 32-38.
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Jacqueline Roberts, Pamela Propsom & William Tobin. (2018) Developing Shared Vision: A Case Study Documenting a STEM General Education Change Process at a Small Liberal Arts School. Journal of College Science Teaching 47:6, pages 18-23.
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Articles from other publishers (29)
Ana Breda, António Neves, José Dos Santos & Zsolt Lavicza. (2023) Utilising a STEAM-based Approach to Support Calculus Students’ Positive Attitudes Towards Mathematics and Enhance their Learning Outcomes. Open Education Studies 5:1.
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Amy J. Prunuske, Heather J. Evans-Anderson, Katherine L. Furniss, Carlos C. Goller, Jaime E. Mirowsky, Michael E. Moore, Samiksha A. Raut, Uma Swamy, Sue Wick & Michael J. Wolyniak. (2022) Using personas and the ADKAR framework to evaluate a network designed to facilitate sustained change toward active learning in the undergraduate classroom. Discover Education 1:1.
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Brandon J. Yik, Jeffrey R. Raker, Naneh Apkarian, Marilyne Stains, Charles Henderson, Melissa H. Dancy & Estrella Johnson. (2022) Association of malleable factors with adoption of research-based instructional strategies in introductory chemistry, mathematics, and physics. Frontiers in Education 7.
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Tessa C. Andrews, Natasha M. Speer & Ginger V. Shultz. (2022) Building bridges: a review and synthesis of research on teaching knowledge for undergraduate instruction in science, engineering, and mathematics. International Journal of STEM Education 9:1.
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Stasinos Stavrianeas, Gita Bangera, Claire Bronson, Steven Byers, William Davis, Alyce DeMarais, Ginger Fitzhugh, Nalani Linder, Carrie Liston, Jenny McFarland, Joann Otto, Pamela Pape-Lindstrom, Carol Pollock, C. Gary Reiness & Erika G. Offerdahl. (2022) Empowering faculty to initiate STEM education transformation: Efficacy of a systems thinking approach. PLOS ONE 17:7, pages e0271123.
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Sarah B. Wise, Tim Archie & Sandra Laursen. (2022) Exploring Two-Year College Biology Instructors’ Preferences around Teaching Strategies and Professional Development. CBE—Life Sciences Education 21:2.
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Elizabeth L. Petrun Sayers, Christopher A. Craig, Emily Skonicki, Grace Gahlon, Susan Gilbertz & Song Feng. (2021) Evaluating STEM-Based Sustainability Understanding: A Cognitive Mapping Approach. Sustainability 13:14, pages 8074.
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Kelly J. Cross, Natasha Mamaril, Nicole Johnson-Glauch & Geoffrey Herman. (2021) Building Cultures of Collaboration That Promote Instructional
Change. Studies in Engineering Education 2:2, pages 1.
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Kate K. Diamond, Cecilia Vasquez, Cintya Borroni & Rodolfo Paredes. (2020) Exploring Veterinary Medicine Students’ Experiences with Team-Based Learning at the Universidad Andrés Bello. Journal of Veterinary Medical Education 47:4, pages 421-429.
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Geoffrey L. Herman & Sushmita Azad. (2020) A Comparison of Peer Instruction and Collaborative Problem Solving in a Computer Architecture Course. A Comparison of Peer Instruction and Collaborative Problem Solving in a Computer Architecture Course.
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Mary Sue Coleman, Tobin L. Smith & Emily R. Miller. (2019) Catalysts for Achieving Sustained Improvement in the Quality of Undergraduate STEM Education. Daedalus 148:4, pages 29-46.
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P. S. Aithal & Shubhrajyotsna Aithal. (2019) Innovation in B.Tech. Curriculum as B.Tech. (Hons) by integrating STEAM, ESEP & IPR features. International Journal of Case Studies in Business, IT, and Education, pages 56-71.
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Marcy Peteroy-Kelly, Loretta Brancaccio-Taras, Judy Awong-Taylor, Teresa Balser, Thomas Jack, Sara Lindsay, Kate Marley, Sandra Romano, J. Akif Uzman & Pamela Pape-Lindstrom. (2019) A qualitative analysis to identify the elements that support department level change in the life sciences: The PULSE Vision & Change Recognition Program. PLOS ONE 14:5, pages e0217088.
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Orna Levin & Orit Avidov‐Ungar. (2018) Students' views on the use of ClassBoost in a teachers' education college. Journal of Computer Assisted Learning 34:6, pages 816-827.
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Angela Minichiello, Joel R. Hood & Derrick Shawn Harkness. (2018) Bringing User Experience Design to Bear on STEM Education: A Narrative Literature Review. Journal for STEM Education Research 1:1-2, pages 7-33.
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Cynthia Taylor, Jaime Spacco, David P. Bunde, Zack Butler, Heather Bort, Christopher Lynnly Hovey, Francesco Maiorana & Thomas Zeume. (2018) Propagating the adoption of CS educational innovations. Propagating the adoption of CS educational innovations.
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Corbin M. Campbell, Alberto F. Cabrera, Jessica Ostrow Michel & Shikha Patel. (2016) From Comprehensive to Singular: A Latent Class Analysis of College Teaching Practices. Research in Higher Education 58:6, pages 581-604.
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Courtney Stanford, Renee Cole, Jeff Froyd, Charles Henderson, Debra Friedrichsen & Raina Khatri. (2017) Analysis of Propagation Plans in NSF-Funded Education Development Projects. Journal of Science Education and Technology 26:4, pages 418-437.
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Debra M. Friedrichsen, Christina Smith & Milo D. Koretsky. (2016) Propagation from the start: the spread of a concept-based instructional tool. Educational Technology Research and Development 65:1, pages 177-202.
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Seth D. Bush, James A. Rudd, Michael T. Stevens, Kimberly D. Tanner & Kathy S. Williams. (2016) Fostering Change from Within: Influencing Teaching Practices of Departmental Colleagues by Science Faculty with Education Specialties. PLOS ONE 11:3, pages e0150914.
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Erin E. Shortlidge, Gita Bangera & Sara E. Brownell. (2016) Faculty Perspectives on Developing and Teaching Course-Based Undergraduate Research Experiences. BioScience 66:1, pages 54-62.
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Cody T. Williams, Emily M. Walter, Charles Henderson & Andrea L. Beach. (2015) Describing undergraduate STEM teaching practices: a comparison of instructor self-report instruments. International Journal of STEM Education 2:1.
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Geoffrey L. Herman & Irene B. Mena. (2015) Tracking the spread of research-based instructional strategies. Tracking the spread of research-based instructional strategies.
Cynthia J. Finelli, Shanna R. Daly & Kenyon M. Richardson. (2014) Bridging the Research‐to‐Practice Gap: Designing an Institutional Change Plan Using Local Evidence. Journal of Engineering Education 103:2, pages 331-361.
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Scott P. Simkins. (2013) We Know What to Do - Why so Little Change?. SSRN Electronic Journal.
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