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Innovative teaching knowledge stays with users

Author

Listed:
  • A. Kelly Lane

    (Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, MN 55455)

  • Jacob D. McAlpin

    (Department of Chemistry, University of South Florida, Tampa, FL 33620)

  • Brittnee Earl

    (Center for Teaching and Learning, Boise State University, Boise, ID 83725)

  • Stephanie Feola

    (Department of Chemistry, University of South Florida, Tampa, FL 33620)

  • Jennifer E. Lewis

    (Department of Chemistry, University of South Florida, Tampa, FL 33620; Center for Improvement of Teaching and Research on Undergraduate STEM Education, University of South Florida, Tampa, FL 33620)

  • Karl Mertens

    (Ecology, Evolution, and Behavior Program, Boise State University, Boise, ID 83725)

  • Susan E. Shadle

    (Center for Teaching and Learning, Boise State University, Boise, ID 83725; Department of Chemistry and Biochemistry, Boise State University, Boise, ID 83725)

  • John Skvoretz

    (Center for Improvement of Teaching and Research on Undergraduate STEM Education, University of South Florida, Tampa, FL 33620; Department of Sociology, University of South Florida, Tampa, FL 33620)

  • John P. Ziker

    (Department of Anthropology, Boise State University, Boise, ID 83725)

  • Brian A. Couch

    (School of Biological Sciences, University of Nebraska–Lincoln, Lincoln, NE 68588)

  • Luanna B. Prevost

    (Center for Improvement of Teaching and Research on Undergraduate STEM Education, University of South Florida, Tampa, FL 33620; Department of Integrative Biology, University of South Florida, Tampa, FL 33620)

  • Marilyne Stains

    (Department of Chemistry, University of Virginia, Charlottesville, VA 22904)

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.

Suggested Citation

  • 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 , 2020. "Innovative teaching knowledge stays with users," Proceedings of the National Academy of Sciences, Proceedings of the National Academy of Sciences, vol. 117(37), pages 22665-22667, September.
    • Handle: RePEc:nas:journl:v:117:y:2020:p:22665-22667
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