Innovative Teaching Knowledge Stays with Users

A. Kelly Lane; Jacob D. McAlpin; Brittnee Earl; Stephanie Feola; Jennifer E. Lewis; Karl Mertens; Susan E. Shadle; John Skvoretz; John P. Ziker; Brian A. Couch; Luanna B. Prevost; Marilyne Stains

doi:10.1073/pnas.2012372117

Innovative Teaching Knowledge Stays with Users

A. Kelly Lane
, Jacob D. McAlpin
, Brittnee Earl
, Stephanie Feola
, Jennifer E. Lewis
, Karl Mertens
, Susan E. Shadle
, John Skvoretz
, John P. Ziker
, Brian A. Couch
, Luanna B. Prevost
, Marilyne Stains

Research output: Contribution to journal › Article › peer-review

32 Scopus citations

Abstract

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.

Original language	American English
Pages (from-to)	22665-22667
Number of pages	3
Journal	Proceedings of the National Academy of Sciences of the United States of America
Volume	117
Issue number	37
DOIs	https://doi.org/10.1073/pnas.2012372117
State	Published - 15 Sep 2020

Keywords

STEM education
evidence-based instructional practices
institutional change
social network analysis
undergraduate

EGS Disciplines

Anthropology

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10.1073/pnas.2012372117

Innovative Teaching Knowledge Stays with UsersFinal published version, 601 KBLicense: CC BY-NC-ND

Cite this

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title = "Innovative Teaching Knowledge Stays with Users",

abstract = " 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.",

keywords = "STEM education, evidence-based instructional practices, institutional change, social network analysis, undergraduate",

author = "Lane, \{A. Kelly\} and McAlpin, \{Jacob D.\} and Brittnee Earl and Stephanie Feola and Lewis, \{Jennifer E.\} and Karl Mertens and Shadle, \{Susan E.\} and John Skvoretz and Ziker, \{John P.\} and Couch, \{Brian A.\} and Prevost, \{Luanna B.\} and Marilyne Stains",

year = "2020",

month = sep,

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doi = "10.1073/pnas.2012372117",

language = "American English",

volume = "117",

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T1 - Innovative Teaching Knowledge Stays with Users

AU - Lane, A. Kelly

AU - McAlpin, Jacob D.

AU - Earl, Brittnee

AU - Feola, Stephanie

AU - Lewis, Jennifer E.

AU - Mertens, Karl

AU - Shadle, Susan E.

AU - Skvoretz, John

AU - Ziker, John P.

AU - Couch, Brian A.

AU - Prevost, Luanna B.

AU - Stains, Marilyne

PY - 2020/9/15

Y1 - 2020/9/15

N2 - 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.

AB - 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.

KW - STEM education

KW - evidence-based instructional practices

KW - institutional change

KW - social network analysis

KW - undergraduate

UR - https://www.scopus.com/pages/publications/85091263986

UR - https://scholarworks.boisestate.edu/anthro_facpubs/170

U2 - 10.1073/pnas.2012372117

DO - 10.1073/pnas.2012372117

M3 - Article

C2 - 32868432

SN - 0027-8424

VL - 117

SP - 22665

EP - 22667

JO - Proceedings of the National Academy of Sciences of the United States of America

JF - Proceedings of the National Academy of Sciences of the United States of America

IS - 37

ER -

Innovative Teaching Knowledge Stays with Users

Abstract

Keywords

EGS Disciplines

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