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

Biology Teaching and Learning

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

21 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	English (US)
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 - Sep 15 2020

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© 2020 National Academy of Sciences. All rights reserved.

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AU - Shadle, Susan E.

AU - Skvoretz, John

AU - Ziker, John P.

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AU - Prevost, Luanna B.

AU - Stains, Marilyne

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Innovative teaching knowledge stays with users

Abstract

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