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  • Why Won’t STEM Faculty Just Adopt Evidence-Based Teaching Practices Already?: Exploring a Weaver’s Approach to Graduate Teacher Training

    Learn how to support future faculty in their knowledge of evidence-based teaching practices and provide them ongoing and multifaceted…

  • Preparing Non-traditional Learners as Next Generation Science Teachers

    Learn how Dr. Sharma designed a course that draws on adult learning theories and first-hand experience to teach non-traditional…

  • Leveraging Institutional Data to Advance Equity in STEM Courses

    If instructors and administrators are to understand where their efforts to advance student learning and equity are succeeding, they…

  • Creating and Maintaining Communities to Support Faculty Implementing Effective Evidence-Based Strategies

    We need to support faculty so that they persist with research-based instructional strategies, learn new techniques, and engage in…

  • Handing Rose-Colored Glasses to STEM Faculty: Institutional Priorities in Disciplinary Identity Development

    As educators, we are setting the rules. As scientists, we can draw on our skills and training to find…

  • How Lightweight, Scalable, and Relational Learning Experiences Can Help Overcome System-Level Challenges in Education

    Can exploratory reading groups (ERGs) designed to be lightweight, scalable, and relational create system-level changes in education?

  • Patching Together a Plan for Student Success

    Let us explore where innovative learning environments are best used to make learning more accessible and education more flexible…

  • Racial Equity in the STEM Math Pathway: Designing for Disproportionate Benefit

    We all need to redouble efforts to advance racial equity in the STEM math pathway on our campuses by…

  • How Collaborating Across Boundaries Fosters Community-Engaged Partnerships

    This model provides students with learning experiences that deepen their understanding of how both disciplinary knowledge and interdisciplinary collaboration…