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...
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| Main Authors: | , , |
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| Format: | Book |
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SpringerOpen,
2017-04-01T00:00:00Z.
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| Online Access: | Connect to this object online. |
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| Call Number: |
A1234.567 |
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| Copy 1 | Available |