Faculty drivers and barriers: laying the groundwork for undergraduate STEM education reform in academic departments
Abstract Background Calls to improve student learning and increase the number of science, technology, engineering, and math (STEM) college and university graduates assert the need for widespread adoption of evidence-based instructional practices in undergraduate STEM courses. For successful reforms...
محفوظ في:
| المؤلفون الرئيسيون: | , , |
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| التنسيق: | Artigo |
| اللغة: | Inglês |
| منشور في: |
SpringerOpen
2017-04-01
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| سلاسل: | International Journal of STEM Education |
| الموضوعات: | |
| الوصول للمادة أونلاين: | http://link.springer.com/article/10.1186/s40594-017-0062-7 |
| الوسوم: |
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