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A Framework of College Student Buy-in to Evidence-Based Teaching Practices in STEM: The Roles of Trust and Growth Mindset

STEM Program Evaluation & Research Lab (STEM-PERL), Department of Ecology and Evolutionary Biology, Yale University, New Haven, CT 06420

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Andrew J. Cavanagh

Educational Alliance, New York, NY 10002

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STEM Program Evaluation & Research Lab (STEM-PERL), Department of Ecology and Evolutionary Biology, Yale University, New Haven, CT 06420

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Philip M. Reeves

School of Medicine, Johns Hopkins University, Baltimore, MD 21205

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STEM Program Evaluation & Research Lab (STEM-PERL), Department of Ecology and Evolutionary Biology, Yale University, New Haven, CT 06420

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Department of Physiology and Neurobiology, University of Connecticut, Storrs, CT 06269

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David I. Hanauer

Department of English, Indiana University of Pennsylvania, Indiana, PA 15705

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*Address correspondence to: Mark J. Graham (E-mail Address: [email protected]).

STEM Program Evaluation & Research Lab (STEM-PERL), Department of Ecology and Evolutionary Biology, Yale University, New Haven, CT 06420

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Tessa C. Andrews, Monitoring Editor

Published Online:21 Sep 2021https://doi.org/10.1187/cbe.20-08-0185

Supplemental Material

combinedsupmats.pdf (666 KB)

Vol. 20, No. 4

December 01, 2021

Supplemental Materials

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Downloads: 1793

Citations: 2

History

Submitted: 17 August 2020

Revised: 12 August 2021

Accepted: 20 August 2021

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© 2021 C. Wang et al. CBE—Life Sciences Education © 2021 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).

We thank the course instructors and students who participated in the project. This work was supported through a National Science Foundation Transforming Undergraduate Research in the Sciences (TUES) grant (NSF no. 1323258). We thank our collaborators on this grant, including Jane Cameron Buckley, Brian Couch, Mary Durham, Jennifer Frederick, Monica Hargraves, Claire Hebbard, Jennifer Knight, and William Trochim. Support for the Summer Institutes on Scientific Teaching was made possible through funding from the Howard Hughes Medical Institute originally awarded to Jo Handelsman. We appreciate the helpful comments and suggestions from three anonymous reviewers.