Are Faculty Changing? How Reform Frameworks, Sampling Intensities, and Instrument Measures Impact Inferences about Student-Centered Teaching Practices

We thank the American Association of University Women and the Howard Hughes Medical Institute’s Science Education Program (Inclusive Excellence Award) to Stony Brook University for support. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of HHMI. We also thank two anonymous reviewers for insightful suggestions for improving the article.