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Faculty drivers and barriers: laying the groundwork for undergraduate STEM education reform in academic departments
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 to take...
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| Publicat a: | Int J STEM Educ |
|---|---|
| Autors principals: | , , |
| Format: | Artigo |
| Idioma: | Inglês |
| Publicat: |
Springer International Publishing
2017
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| Matèries: | |
| Accés en línia: | https://ncbi.nlm.nih.gov/pmc/articles/PMC6310369/ https://ncbi.nlm.nih.gov/pubmed/30631664 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1186/s40594-017-0062-7 |
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