Abstract
Education Workshops and training programs centered on sharing evidence-based instructional practices (EBIPs) for better engaging students in science, technology, engineering, and mathematics (STEM) learning are widely available. However, how and whether faculty share their new knowledge with their colleagues remain unclear. Lane et al. conducted a multi-institutional study to determine who EBIP users talked to about their teaching practices. Interview, survey, and social network analyses revealed that faculty who implemented EBIPs preferentially talked to each other, essentially slowing the pace of EBIP adoption. This analysis confirms that faculty teaching interactions are critical in promoting institutional change in higher education and that a systems approach to altering educational structures, environments, and policies is needed to engage the full range of faculty in teaching conversations. Proc. Natl. Acad. Sci. U.S.A. 117 , 22665 (2020).
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
