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Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and…Tensions with Professional Identity?

Sara E. Brownell
Kimberly D. Tanner

Sara E. Brownell

*Department of Biology, Stanford University, Stanford, CA 94305–5020

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, and

Kimberly D. Tanner

Address correspondence to: Kimberly D. Tanner (E-mail Address: [email protected]).

Department of Biology, San Francisco State University, San Francisco, CA 94132

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Published Online:13 Oct 2017https://doi.org/10.1187/cbe.12-09-0163

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- From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond
  29 October 2020 | Ecology and Evolution, Vol. 10, No. 22
- Association of Community Health Nursing Educators 2020 Research Priorities and Research in Action Model
  7 September 2020 | Public Health Nursing, Vol. 37, No. 6
- An evaluative inquiry into continuing professional development: understanding faculty perceptions
  30 September 2020 | Teacher Development, Vol. 24, No. 5
- A Transdisciplinary Approach to Student Learning and Development in University Settings
  15 October 2020 | Frontiers in Psychology, Vol. 11
- Rapid Adaptation of a Traditional Introductory Lecture Course on Catalysis into Content for Remote Delivery Online in Response to Global Pandemic
  5 August 2020 | Journal of Chemical Education, Vol. 97, No. 9
- Development of a Shared Vision for Flexible Inter-Institutional Professional Development using the OOFAT Model
  4 September 2020 | International Journal of Management and Applied Research, Vol. 7, No. 3
- Disciplinary Bias, Money Matters, and Persistence: Deans’ Perspectives on Science Faculty with Education Specialties (SFES)
  Seth D. Bush,
  Michael T. Stevens,
  Kimberly D. Tanner, and
  Kathy S. Williams
  C. Gary Reiness, Monitoring Editor
  7 August 2020 | CBE—Life Sciences Education, Vol. 19, No. 3
- Navigating Tensions of Research and Teaching: Biology Graduate Students’ Perceptions of the Research–Teaching Nexus within Ecological Contexts
  Joshua W. Reid, and
  Grant E. Gardner
  Rebecca Price, Monitoring Editor
  14 July 2020 | CBE—Life Sciences Education, Vol. 19, No. 3
- Leveraging Psychosocial Interventions to Motivate Instructor Participation in Teaching Professional Development
  Lisa B. Limeri,
  Miranda M. Chen Musgrove,
  Meredith A. Henry, and
  Elisabeth E. Schussler
  Kimberly Tanner, Monitoring Editor
  1 September 2020 | CBE—Life Sciences Education, Vol. 19, No. 3
- Integrating Scholarly Teacher Training with Discipline‐Specific Research Training in STEM
  7 October 2020 | New Directions for Teaching and Learning, Vol. 2020, No. 163
- The Future of Embodied Design for Mathematics Teaching and Learning
  25 August 2020 | Frontiers in Education, Vol. 5
- Building Community-Based Approaches to Systemic Reform in Mathematical Biology Education
  8 August 2020 | Bulletin of Mathematical Biology, Vol. 82, No. 8
- Adopt a Bacterium: a professional development opportunity for teacher assistants
  5 August 2020 | FEMS Microbiology Letters, Vol. 367, No. 16
- Investigation of chemistry graduate teaching assistants' teacher knowledge and teacher identity
  8 January 2020 | Journal of Research in Science Teaching, Vol. 57, No. 6
- Beyond teaching methods: Highlighting physics faculty’s strengths and agency
  17 July 2020 | Physical Review Physics Education Research, Vol. 16, No. 2
- Incubators: Building community networks and developing open educational resources to integrate bioinformatics into life science education
  25 June 2020 | Biochemistry and Molecular Biology Education, Vol. 48, No. 4
- Early-career faculty practice learner-centered teaching up to 9 years after postdoctoral professional development
  Science Advances, Vol. 6, No. 25
- The Tyranny of Content: “Content Coverage” as a Barrier to Evidence-Based Teaching Approaches and Ways to Overcome It
  Christina I. Petersen,
  Paul Baepler,
  Al Beitz,
  Paul Ching,
  Kristen S. Gorman,
  Cheryl L. Neudauer,
  William Rozaitis,
  J. D. Walker, and
  Deb Wingert
  C. Gary Reiness, Monitoring Editor
  15 May 2020 | CBE—Life Sciences Education, Vol. 19, No. 2
- Uncovering Factors Influencing Instructors’ Decision Process when Considering Implementation of a Course-Based Research Experience
  Elizabeth A. Genné-Bacon,
  Jessica Wilks, and
  Carol Bascom-Slack
  Rachelle Spell, Monitoring Editor
  1 May 2020 | CBE—Life Sciences Education, Vol. 19, No. 2
- Field courses narrow demographic achievement gaps in ecology and evolutionary biology
  8 May 2020 | Ecology and Evolution, Vol. 10, No. 12
- Surely You Must Be Joking, Mr. Twain!: Reengaging Science Students through Visual Aesthetics
  Leonardo, Vol. 53, No. 3
- Exploring lecturer and student perceptions and use of a learning management system in a postgraduate public health environment
  3 March 2020 | E-Learning and Digital Media, Vol. 17, No. 3
- Understanding the Impact of a Multi-Institutional STEM Reform Network through Key Boundary-Spanning Individuals
  20 August 2019 | The Journal of Higher Education, Vol. 91, No. 3
- Motivators and inhibitors to change: Why and how geoscience faculty modify their course content and teaching methods
  20 August 2019 | Journal of Geoscience Education, Vol. 68, No. 2
- Meeting the Conditions for Diffusion of Teaching Innovations in a University STEM Department
  20 November 2019 | Journal for STEM Education Research, Vol. 3, No. 1
- Engaging faculty in service-learning: opportunities and barriers to promoting our public mission
  18 June 2019 | Tertiary Education and Management, Vol. 26, No. 1
- Why a grassroots Summer Institutes model failed: Exploring obstacles to evidence‐based teaching awareness in low‐awareness, low‐support contexts
  16 December 2019 | Biochemistry and Molecular Biology Education, Vol. 48, No. 2
- Features of an Effective Future-Faculty Teaching-Development Program: A Case Study of 10 STEM Faculty
  5 October 2023 | Journal of College Science Teaching, Vol. 49, No. 4
- Characterizing the University of California’s tenure-track teaching position from the faculty and administrator perspectives
  13 January 2020 | PLOS ONE, Vol. 15, No. 1
- Cues, emotions and experiences: How teaching assistants make decisions about teaching
  20 September 2018 | Journal of Further and Higher Education, Vol. 44, No. 1
- Learning to Change and Changing to Learn
  29 November 2019
- Evaluation and Decision Making in Higher Education
  13 November 2019
- Student Demographic Change and Pedagogical Issues in Higher Education
  11 April 2020
- Learning to Change and Changing to Learn
  26 April 2020
- Evaluation and Decision Making in Higher Education
  26 April 2020
- Navigating the Barriers to Adoption and Sustained Use of Active Learning
  24 February 2020
- Faculty and Student Perceptions of Active Learning
  24 February 2020
- When Active Learning Fails… and What to Do About It
  24 February 2020
- University Pedagogy in Greece: Pedagogical Needs of Greek Academics from Ionian University
  10 March 2020
- Professional Development: Disciplinary Literacy Instruction
  29 April 2020
- National Board of Medical Examiners and Curriculum Change: What Do Scores Tell Us? A Case Study at the University of Balamand Medical School
  24 July 2020 | Journal of Medical Education and Curricular Development, Vol. 7
- Scholarship and Supercomplexity
- Training Students to Improve Coastal Resilience
- Effective Teaching
- Incorporating research into the undergraduate wildlife management curriculum
  25 September 2020 | Natural Sciences Education, Vol. 49, No. 1
- Professional learning and development initiatives for postdoctoral scholars
  Studies in Graduate and Postdoctoral Education, Vol. 11, No. 1
- Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos
  Ronny C. Choe,
  Zorica Scuric,
  Ethan Eshkol,
  Sean Cruser,
  Ava Arndt,
  Robert Cox,
  Shannon P. Toma,
  Casey Shapiro,
  Marc Levis-Fitzgerald,
  Greg Barnes, and
  Rachelle H. Crosbie
  Peggy Brickman, Monitoring Editor
  1 November 2019 | CBE—Life Sciences Education, Vol. 18, No. 4
- Studying Professional Development as Part of the Complex Ecosystem of STEM Higher Education
  29 June 2019 | Innovative Higher Education, Vol. 44, No. 6
- Classroom Observations Indicate the Positive Impacts of Discipline-Based Professional Development
  1 May 2019 | Journal for STEM Education Research, Vol. 2, No. 2
- Concept inventories as a resource for teaching evolution
  16 January 2019 | Evolution: Education and Outreach, Vol. 12, No. 1
- Evidence that communities of practice are associated with active learning in large STEM lectures
  14 January 2019 | International Journal of STEM Education, Vol. 6, No. 1
- Perceived supports and evidence-based teaching in college STEM
  9 April 2019 | International Journal of STEM Education, Vol. 6, No. 1
- Investigating how faculty social networks and peer influence relate to knowledge and use of evidence-based teaching practices
  14 August 2019 | International Journal of STEM Education, Vol. 6, No. 1
- The STEM Faculty Instructional Barriers and Identity Survey (FIBIS): development and exploratory results
  9 October 2019 | International Journal of STEM Education, Vol. 6, No. 1
- Promoting and/or evading change: the role of student-staff partnerships in staff teaching development
  30 July 2018 | Journal of Further and Higher Education, Vol. 43, No. 10
- A collegial quality development process for identifying and addressing barriers to improving teaching
  29 July 2019 | Higher Education Research & Development, Vol. 38, No. 7
- Relationship between teaching assistants’ perceptions of student learning challenges and their use of external representations when teaching acid–base titrations in introductory chemistry laboratory courses
  1 January 2019 | Chemistry Education Research and Practice, Vol. 20, No. 4
- In Defense of the Lecture: Revisiting and Reassessing Its Place within Management Pedagogy
  31 October 2019 | Organization Management Journal, Vol. 16, No. 4
- Exploring the Values Undergraduate Students Attribute to Cross-disciplinary Skills Needed for the Workplace: an Analysis of Five STEM Disciplines
  3 May 2019 | Journal of Science Education and Technology, Vol. 28, No. 5
- Instructional practices in reformed undergraduate STEM learning environments: a study of instructor and student behaviors in biology courses
  31 July 2019 | International Journal of Science Education, Vol. 41, No. 14
- ‘Power to empower’: conceptions of teaching and learning in a pedagogical co-design partnership
  3 June 2019 | Higher Education Research & Development, Vol. 38, No. 6
- EduSense
  9 September 2019 | Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies, Vol. 3, No. 3
- Studying STEM Faculty Communities of Practice through Social Network Analysis
  9 January 2019 | The Journal of Higher Education, Vol. 90, No. 5
- Benefits and Challenges of Instructing Introductory Biology Course-Based Undergraduate Research Experiences (CUREs) as Perceived by Graduate Teaching Assistants
  Ashley B. Heim and
  Emily A. Holt
  Stephanie Gardner, Monitoring Editor
  30 August 2019 | CBE—Life Sciences Education, Vol. 18, No. 3
- Implementing Cognitive Science and Discipline-Based Education Research in the Undergraduate Science Classroom
  Ido Davidesco and
  Catherine Milne
  Clark Coffman, Monitoring Editor
  12 July 2019 | CBE—Life Sciences Education, Vol. 18, No. 3
- Integrating the Educators: Outcomes of a Pilot Program to Prime Basic Science Medical Educators for Success in Integrated Curricula
  4 June 2019 | Medical Science Educator, Vol. 29, No. 3
- Faculty Adoption of Active Learning Strategies via Paired Teaching: Conclusions From Two Science Departments
  2 October 2023 | Journal of College Science Teaching, Vol. 49, No. 1
- The interplay of postsecondary science educators’ problems of practice and competencies: informing better intervention designs
  21 May 2018 | Journal of Biological Education, Vol. 53, No. 4
- Faculty Change Agents as Adult Learners: The Power of Situated Learning
  10 August 2018 | Community College Journal of Research and Practice, Vol. 43, No. 8
- Using Action Research to Innov8: Facilitating Culture Shifts in the Scholarship of Teaching and Learning
  10 September 2018 | Community College Journal of Research and Practice, Vol. 43, No. 8
- True Grit: Passion and persistence make an innovative course design work
  18 July 2019 | PLOS Biology, Vol. 17, No. 7
- Supports: A Key Factor in Faculty Implementation of Evidence-Based Teaching
  Meghan E. Bathgate,
  Oriana R. Aragón,
  Andrew J. Cavanagh,
  Jennifer Frederick, and
  Mark J. Graham,
  Cynthia Bauerle, Monitoring Editor
  23 May 2019 | CBE—Life Sciences Education, Vol. 18, No. 2
- Pedagogical training profile of basic health sciences faculty in biomedical and related fields at Brazilian public and private higher education institutions
  Advances in Physiology Education, Vol. 43, No. 2
- Ensuring Student Success: Using Formative Assessment as the Key to Communication and Compassion Among Faculty, Students, and Staff
  4 June 2019 | New Directions for Community Colleges, Vol. 2019, No. 186
- Evolving roles of scientists as change agents in science education over a decade: SFES roles beyond discipline-based education research
  Science Advances, Vol. 5, No. 6
- How a Flexible Classroom Affords Active Learning in Electrical Engineering
  IEEE Transactions on Education, Vol. 62, No. 2
- The Impact of a Pedagogy Course on the Teaching Beliefs of Inexperienced Graduate Teaching Assistants
  Star W. Lee
  Cynthia Brame, Monitoring Editor
  1 February 2019 | CBE—Life Sciences Education, Vol. 18, No. 1
- Development of learning instrument of active learning strategy integrated with computer simulation in physics teaching and learning on makassar state university
  12 March 2019 | Journal of Physics: Conference Series, Vol. 1157
- A model of the factors influencing teaching identity among life sciences doctoral students
  3 September 2018 | Journal of Research in Science Teaching, Vol. 56, No. 2
- Changing Faculty Culture to Promote Diversity, Equity, and Inclusion in STEM Education
  3 January 2019
- Chemistry Unbound: Designing a New Four-Year Undergraduate Curriculum
  15 December 2018 | Journal of Chemical Education, Vol. 96, No. 1
- Training graduate teaching assistants in the geosciences: Our practices vs. perceived needs
  17 January 2019 | Journal of Geoscience Education, Vol. 67, No. 1
- Introduction
  10 April 2019
- Designing Rich, Evidence-Based Learning Experiences in STEM Higher Education
  10 April 2019
- On the CUSP (A Community of Usable Scholarly Practice): A Safe Space for Blended Learning and Teaching Discussion, Design and Practice
  10 April 2019
- Green chemistry as the inspiration for impactful and inclusive teaching strategies
- Biology graduate teaching assistants as novice educators: Are there similarities in teaching ability and practice beliefs between teaching assistants and K–12 teachers?
  13 December 2018 | Biochemistry and Molecular Biology Education, Vol. 47, No. 1
- Engaging Students with Flipped Classrooms and Course-Based Undergraduate Research Experiences
  15 November 2019
- Don’t Go It Alone: The Importance of Community and Research in Implementing and Maintaining Innovative Pedagogy
  5 December 2019
- A Faculty Development Model for Transforming a Department’s Laboratory Curriculum With Course-Based Undergraduate Research Experiences
  11 October 2023 | Journal of College Science Teaching, Vol. 48, No. 3
- Professional Learning and Development of Postdoctoral Scholars: A Systematic Review of the Literature
  Education Research International, Vol. 2018
- Spreading Teaching Innovations in Social Networks: the Bridging Role of Mentors
  5 September 2018 | Journal for STEM Education Research, Vol. 1, No. 1-2
- Embracing the flipped classroom: the planning and execution of a faculty workshop
  Advances in Physiology Education, Vol. 42, No. 4
- Professional learning and development of postdoctoral scholars: a scoping review protocol
  5 December 2018 | Systematic Reviews, Vol. 7, No. 1
- Promoting Active-Learning Instruction and Research (PALIR) in Kinesiology Departments
  Kinesiology Review, Vol. 7, No. 4
- Assessing the Professional Identity of Dental School Faculty: An Exploratory Study
  1 November 2018 | Journal of Dental Education, Vol. 82, No. 11
- What’s in a Name? Framing Struggles of a Mathematics Education Reform Community
  29 June 2018 | International Journal of Research in Undergraduate Mathematics Education, Vol. 4, No. 3
- Localized Solutions to Incorporating Broader Impacts into First-Year Engineering Education
- Sustainable Educational Innovation Through Engaged Pedagogy and Organizational Change
- Faculty Apprentice as a Mentorship Model for Engineering Graduate Students interested in Teaching
- Exploring Pedagogical Risk-Taking of Engineering Faculty
- Student Attitudes toward Active Learning vs. Lecture in Cell Biology Instruction
  The American Biology Teacher, Vol. 80, No. 8
- Active Learning in Flipped Life Science Courses Promotes Development of Critical Thinking Skills
  Melanie L. Styers,
  Peter A. Van Zandt,, and
  Katherine L. Hayden
  Erin L. Dolan, Monitoring Editor
  24 July 2018 | CBE—Life Sciences Education, Vol. 17, No. 3
- Exploring Postsecondary Biology Educators’ Planning for Teaching to Advance Meaningful Education Improvement Initiatives
  Jana L. Bouwma-Gearhart,
  John D. Ivanovitch,
  Ellen M. Aster, and
  Andrew M. Bouwma
  Jennifer Loertscher, Monitoring Editor
  28 June 2018 | CBE—Life Sciences Education, Vol. 17, No. 3
- “Outsiders at the Table”—Diversity Lessons from the Biology Scholars Program at the University of California, Berkeley
  John T. Matsui
  Kenneth Gibbs, Monitoring Editor
  24 August 2018 | CBE—Life Sciences Education, Vol. 17, No. 3
- Catching the Wave: Are Biology Graduate Students on Board with Evidence-Based Teaching?
  Emma C. Goodwin,
  Jane N. Cao,
  Miles Fletcher,
  Justin L. Flaiban, and
  Erin E. Shortlidge
  Marilyne Stains, Monitoring Editor
  24 August 2018 | CBE—Life Sciences Education, Vol. 17, No. 3
- The Lecture Machine: A Cultural Evolutionary Model of Pedagogy in Higher Education
  Daniel Z. Grunspan,
  Michelle Ann Kline, and
  Sara E. Brownell
  Kathryn E. Perez, Monitoring Editor
  28 June 2018 | CBE—Life Sciences Education, Vol. 17, No. 3
- Prefiguring Sustainability through Participatory Action Research Experiences for Undergraduates: Reflections and Recommendations for Student Development
  18 September 2018 | Sustainability, Vol. 10, No. 9
- Comparing student, instructor, and expert perceptions of learner-centeredness in post-secondary biology classrooms
  11 July 2018 | PLOS ONE, Vol. 13, No. 7
- Propagating the adoption of CS educational innovations
  2 July 2018
- Professional identity of teacher educators in the digital era in light of demands of pedagogical innovation
  Teaching and Teacher Education, Vol. 73
- Preparing graduate student teaching assistants in the sciences: An intensive workshop focused on active learning
  12 March 2018 | Biochemistry and Molecular Biology Education, Vol. 46, No. 4
- Changing the Teaching Culture in Introductory STEM Courses at a Large Research University
  27 September 2023 | Journal of College Science Teaching, Vol. 47, No. 6
- Observable Features of Active Science Education Practices
  27 September 2023 | Journal of College Science Teaching, Vol. 47, No. 6
- The trade-off between graduate student research and teaching: A myth?
  25 June 2018 | PLOS ONE, Vol. 13, No. 6
- A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions
  Karen N. Pelletreau,
  Jennifer K. Knight,
  Paula P. Lemons,
  Jill S. McCourt,
  John E. Merrill,
  Ross H. Nehm,
  Luanna B. Prevost,
  Mark Urban-Lurain, and
  Michelle K. Smith
  Mary Lee Ledbetter, Monitoring Editor
  11 May 2018 | CBE—Life Sciences Education, Vol. 17, No. 2
- The State of Active Learning in the Hospitality Classroom
  12 March 2018 | Journal of Hospitality & Tourism Education, Vol. 30, No. 2
- Collectively Improving Our Teaching: Attempting Biology Department–wide Professional Development in Scientific Teaching
  Melinda T. Owens,
  Gloriana Trujillo,
  Shannon B. Seidel,
  Colin D. Harrison,
  Katherine M. Farrar,
  Hilary P. Benton,
  J. R. Blair,
  Katharyn E. Boyer,
  Jennifer L. Breckler,
  Laura W. Burrus,
  Dana T. Byrd,
  Natalia Caporale,
  Edward J. Carpenter,
  Yee-Hung M. Chan,
  Joseph C. Chen,
  Lily Chen,
  Linda H. Chen,
  Diana S. Chu,
  William P. Cochlan,
  Robyn J. Crook,
  Karen D. Crow,
  José R. de la Torre,
  Wilfred F. Denetclaw,
  Lynne M. Dowdy,
  Darleen Franklin,
  Megumi Fuse,
  Michael A. Goldman,
  Brinda Govindan,
  Michael Green,
  Holly E. Harris,
  Zheng-Hui He,
  Stephen B. Ingalls,
  Peter Ingmire,
  Amber R. B. Johnson,
  Jonathan D. Knight,
  Gretchen LeBuhn,
  Terrye L. Light,
  Candace Low,
  Lance Lund,
  Leticia M. Márquez-Magaña,
  Vanessa C. Miller-Sims,
  Christopher A. Moffatt,
  Heather Murdock,
  Gloria L. Nusse,
  V. Thomas Parker,
  Sally G. Pasion,
  Robert Patterson,
  Pleuni S. Pennings,
  Julio C. Ramirez,
  Robert M. Ramirez,
  Blake Riggs,
  Rori V. Rohlfs,
  Joseph M. Romeo,
  Barry S. Rothman,
  Scott W. Roy,
  Tatiane Russo-Tait,
  Ravinder N. M. Sehgal,
  Kevin A. Simonin,
  Greg S. Spicer,
  Jonathon H. Stillman,
  Andrea Swei,
  Leslie C. Tempe,
  Vance T. Vredenburg,
  Steven L. Weinstein,
  Andrew G. Zink,
  Loretta A. Kelley,
  Carmen R. Domingo, and
  Kimberly D. Tanner
  C. Gary Reiness, Monitoring Editor
  22 March 2018 | CBE—Life Sciences Education, Vol. 17, No. 1
- Scientific Presenting: Using Evidence-Based Classroom Practices to Deliver Effective Conference Presentations
  Lisa A. Corwin,
  Amy Prunuske, and
  Shannon B. Seidel
  Michèle Shuster, Monitoring Editor
  22 March 2018 | CBE—Life Sciences Education, Vol. 17, No. 1
- Helping Practitioners and Researchers Identify and Use Education Research Literature
  Kristy J. Wilson and
  Cynthia J. Brame
  22 March 2018 | CBE—Life Sciences Education, Vol. 17, No. 1
- Ten simple rules for collaborative lesson development
  1 March 2018 | PLOS Computational Biology, Vol. 14, No. 3
- Teaching and Learning Science in the 21st Century: Challenging Critical Assumptions in Post-Secondary Science
  12 January 2018 | Education Sciences, Vol. 8, No. 1
- Captivate: Building blocks for implementing active learning
  30 January 2018 | Journal of Education for Business, Vol. 93, No. 2
- Embracing Risk and Promise for Student Engagement: Incorporating Experiential Teaching Methods in a Community Psychology Course
  8 January 2018 | Journal of Community Practice, Vol. 26, No. 1
- Professors’ Competences Through the Perspective of STEM Students
  10 February 2018
- Student Research in a Cooperation Project of Innovation Management between Two Universities
  1 January 2018 | INTERNATIONAL JOURNAL OF MANAGEMENT SCIENCE AND BUSINESS ADMINISTRATION, Vol. 5, No. 1
- Seeking To Improve Retention through Teaching Strategies and Peer Tutoring
  30 October 2018
- Measuring Novel Protein-Protein Binding with Surface Plasmon Resonance in the Physical Chemistry Lab
  2 July 2018
- The Influence of Affirming Kindness and Community on Broadening Participation in STEM Career Pathways
  16 January 2018 | Social Issues and Policy Review, Vol. 12, No. 1
- Learning Analytics in Higher Education
  13 December 2017 | ASHE Higher Education Report, Vol. 43, No. 5
- CREATE Two-Year/Four-Year Faculty Workshops: A Focus on Practice, Reflection, and Novel Curricular Design Leads to Diverse Gains for Faculty at Two-Year and Four-Year Institutions
  Journal of Microbiology & Biology Education, Vol. 18, No. 3
- Exploring the tensions of being and becoming a medical educator
  23 March 2017 | BMC Medical Education, Vol. 17, No. 1
- Faculty drivers and barriers: laying the groundwork for undergraduate STEM education reform in academic departments
  13 April 2017 | International Journal of STEM Education, Vol. 4, No. 1
- Applying the Geoscience Education Research Strength of Evidence Pyramid: Developing a Rubric to Characterize Existing Geoscience Teaching Assistant Training Studies
  31 January 2018 | Journal of Geoscience Education, Vol. 65, No. 4
- Surveying the Landscape of Professional Development Research: Suggestions for New Perspectives in Design and Research
  31 January 2018 | Journal of Geoscience Education, Vol. 65, No. 4
- Show Me the Way: Future Faculty Prefer Directive Feedback When Trying Active Learning Approaches
  5 October 2023 | Journal of College Science Teaching, Vol. 47, No. 2
- Embedding engaged learning in high enrollment lecture-based classes
  29 October 2016 | Higher Education, Vol. 74, No. 4
- Twelve tips for reducing production time and increasing long-term usability of instructional video
  9 May 2017 | Medical Teacher, Vol. 39, No. 8
- Broadening Participation in Biology Education Research: Engaging Community College Students and Faculty
  Jeffrey N. Schinske,
  Virginia L. Balke,
  M. Gita Bangera,
  Kevin M. Bonney,
  Sara E. Brownell,
  Robert S. Carter,
  Douglas Curran-Everett,
  Erin L. Dolan,
  Samantha L. Elliott,
  Linnea Fletcher,
  Beatriz Gonzalez,
  Joseph J. Gorga,
  James A. Hewlett,
  Stacey L. Kiser,
  Jenny L. McFarland,
  Anjali Misra,
  Apryl Nenortas,
  Smith M. Ngeve,
  Pamela A. Pape-Lindstrom,
  Shannon B. Seidel,
  Matthew C. Tuthill,
  Yue Yin, and
  Lisa A. Corwin
  13 October 2017 | CBE—Life Sciences Education, Vol. 16, No. 2
- Redesigning a course to help students achieve higher-order cognitive thinking skills: from goals and mechanics to student outcomes
  Advances in Physiology Education, Vol. 41, No. 2
- The “new normal”: Adapting doctoral trainee career preparation for broad career paths in science
  24 May 2017 | PLOS ONE, Vol. 12, No. 5
- Concept-Based Curriculum
  Nurse Educator, Vol. 42, No. 3
- Competence, Autonomy, and Relatedness as Motivators of Graduate Teaching Assistants
  22 April 2017 | Journal of Engineering Education, Vol. 106, No. 2
- Driving Course Changes with Assessments – Data that Reveal Student Thinking
  3 April 2017 | Journal of Food Science Education, Vol. 16, No. 2
- Using yeast to determine the functional consequences of mutations in the human p53 tumor suppressor gene: An introductory course‐based undergraduate research experience in molecular and cell biology
  22 November 2016 | Biochemistry and Molecular Biology Education, Vol. 45, No. 2
- How Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments
  Michael J. Drinkwater,
  Kelly E. Matthews, and
  Jacob Seiler
  Michelle Smith, Monitoring Editor
  13 October 2017 | CBE—Life Sciences Education, Vol. 16, No. 1
- Why Work with Undergraduate Researchers? Differences in Research Advisors’ Motivations and Outcomes by Career Stage
  Charles N. Hayward,
  Sandra L. Laursen, and
  Heather Thiry
  Erin L. Dolan, Monitoring Editor
  13 October 2017 | CBE—Life Sciences Education, Vol. 16, No. 1
- Improving undergraduate STEM education: The efficacy of discipline-based professional development
  Science Advances, Vol. 3, No. 2
- Undergraduate STEM Instructors' Teacher Identities and Discourses on Student Gender Expression and Equity
  20 January 2017 | Journal of Engineering Education, Vol. 106, No. 1
- Are Students and Faculty Ready for Transformative Learning?
  20 April 2017
- The ‘3 RS’ of Pedagogic Frailty
- Leading Change in Undergraduate STEM Education
  24 October 2017
- The Cottrell Scholars Collaborative New Faculty Workshop: Early Lessons for Change in Teaching
  24 October 2017
- The College Science Learning Cycle: An Instructional Model for Reformed Teaching
  Michelle Withers
  Jeff Schinske, Monitoring Editor
  13 October 2017 | CBE—Life Sciences Education, Vol. 15, No. 4
- Examining the Role of Leadership in an Undergraduate Biology Institutional Reform Initiative
  Rebecca L. Matz, and
  Sarah E. Jardeleza
  Debra Tomanek, Monitoring Editor
  13 October 2017 | CBE—Life Sciences Education, Vol. 15, No. 4
- STEM Faculty as Learners in Pedagogical Reform and the Role of Research Articles as Professional Development Opportunities
  Amy B. Mulnix
  Deborah Allen, Monitoring Editor
  13 October 2017 | CBE—Life Sciences Education, Vol. 15, No. 4
- The PULSE Vision & Change Rubrics, Version 1.0: A Valid and Equitable Tool to Measure Transformation of Life Sciences Departments at All Institution Types
  Loretta Brancaccio-Taras,
  Pamela Pape-Lindstrom,
  Marcy Peteroy-Kelly,
  Karen Aguirre,
  Judy Awong-Taylor,
  Teri Balser,
  Michael J. Cahill,
  Regina F. Frey,
  Thomas Jack,
  Michael Kelrick,
  Kate Marley,
  Kathryn G. Miller,
  Marcy Osgood,
  Sandra Romano,
  J. Akif Uzman, and
  Jiuqing Zhao
  Debra Tomanek, Monitoring Editor
  13 October 2017 | CBE—Life Sciences Education, Vol. 15, No. 4
- A Case Study Documenting the Process by Which Biology Instructors Transition from Teacher-Centered to Learner-Centered Teaching
  Gili Marbach-Ad, and
  Carly Hunt Rietschel
  Nancy Pelaez, Monitoring Editor
  13 October 2017 | CBE—Life Sciences Education, Vol. 15, No. 4
- The Science Teaching Fellows Program: A Model for Online Faculty Development of Early Career Scientists Interested in Teaching
  Journal of Microbiology & Biology Education, Vol. 17, No. 3
- Situated instructional coaching: a case study of faculty professional development
  24 June 2016 | International Journal of STEM Education, Vol. 3, No. 1
- Using Team-based Learning to Teach a Hybrid Pharmacokinetics Course Online and in Class
  American Journal of Pharmaceutical Education, Vol. 80, No. 10
- Developing a Research Identity: Promoting a Research Mindset Among Faculty and Students
  23 August 2016 | The Educational Forum, Vol. 80, No. 4
- Studying faculty Communities of Practice through social network analysis
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  11 July 2016
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Vol. 11, No. 4

December 01, 2012

333-447

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© 2012. S. E. Brownell and K. D. Tanner. CBE—Life Sciences Education © 2012 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

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