Transforming Science Education at Large Research Universities: A Case Study in Progressxs

Teaching physics : with the physics suite

Redish, E. F. (2003) · Cited by 295

Teaching Physics with the Physics Suite

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Why Not Try a Scientific Approach to Science Education?

Wieman, C. (2007) · Change The Magazine of Higher Learning · doi:10.3200/chng.39.5.9-15 · Cited by 220

A thoughtful approach to instruction: Course transformation for the rest of us

Chasteen, S. V., Perkins, K. K., Beale, P. D., Pollock, S. J., & Wieman, C. (2011) · The journal of college science teaching · Cited by 59

“At the end of my course, students should be able to …”: The benefits of creating and using effective learning goals

Perkins, K. K., & Smith, M. C. (2010) · Microbiology Australia · doi:10.1071/ma10035 · Cited by 14

Discipline‐Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering

Singer, S. R., & Smith, K. A. (2013) · Journal of Engineering Education · doi:10.1002/jee.20030 · Cited by 852

The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices

Smith, M. K., Jones, F. H. M., Gilbert, S. L., & Wieman, C. (2013) · CBE—Life Sciences Education · doi:10.1187/cbe.13-08-0154 · Cited by 588

The Teaching Practices Inventory: A New Tool for Characterizing College and University Teaching in Mathematics and Science

Wieman, C., & Gilbert, S. L. (2014) · CBE—Life Sciences Education · doi:10.1187/cbe.14-02-0023 · Cited by 181

Innovative pedagogical practices in higher education: An integrative literature review

Santos, J., Figueiredo, A. S., & Vieira, M. M. D. S. (2018) · Nurse Education Today · doi:10.1016/j.nedt.2018.10.003 · Cited by 131

How faculty learn about and implement research-based instructional strategies: The case of Peer Instruction

Dancy, M., Henderson, C., & Turpen, C. (2016) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.12.010110 · Cited by 133

The Development of Curricular Guidelines for Introductory Microbiology that Focus on Understanding

Merkel, S. M., & the ASM Task Force on Curriculum Guidelines for Undergraduate Microbiology (2012) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.v13i1.363 · Cited by 122

Use of Research-Based Instructional Strategies in Core Chemical Engineering Courses.

Prince, M. J., Borrego, M. J., Henderson, C., Cutler, S. L., & Froyd, J. (2013) · Cited by 111

The Roles of STEM Faculty Communities of Practice in Institutional and Departmental Reform in Higher Education

Gehrke, S. J., & Kezar, A. J. (2017) · American Educational Research Journal · doi:10.3102/0002831217706736 · Cited by 110

The process of transforming an advanced lab course: Goals, curriculum, and assessments

Zwickl, B. M., Finkelstein, N. D., & Lewandowski, H. J. (2012) · American Journal of Physics · doi:10.1119/1.4768890 · Cited by 104

Culturally Relevant Pedagogy: A Model To Guide Cultural Transformation in STEM Departments

Johnson, A. C., & Elliott, S. (2020) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.v21i1.2097 · Cited by 108

Pedagogical Content Knowledge (PCK): Exploring its Usefulness for Science Lecturers in Higher Education

Fraser, S. P. (2015) · Research in Science Education · doi:10.1007/s11165-014-9459-1 · Cited by 91

Data driven decision-making in the era of accountability: Fostering faculty data cultures for learning

Hora, M. T., Bouwma-Gearhart, J. L., & Park, H. J. (2017) · Review of higher education/The review of higher education · doi:10.1353/rhe.2017.0013 · Cited by 96

Colleagues as Change Agents: How Department Networks and Opinion Leaders Influence Teaching at a Single Research University

Andrews, T. C., Conaway, E. P., Zhao, J., & Dolan, E. L. (2016) · CBE—Life Sciences Education · doi:10.1187/cbe.15-08-0170 · Cited by 70

A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions

Pelletreau, K. N., Knight, J. K., Lemons, P. P., McCourt, J. S., Merrill, J. E., Nehm, R. H., Prevost, L. B., Urban-Lurain, M., & Smith, M. K. (2018) · CBE—Life Sciences Education · doi:10.1187/cbe.17-12-0260 · Cited by 66

Promoting instructional change: using social network analysis to understand the informal structure of academic departments

Fisher, K. Q., & Henderson, C. (2014) · Higher Education · doi:10.1007/s10734-014-9831-0 · Cited by 77

Student perceptions of communication skills in undergraduate science at an Australian research-intensive university

Mercer-Mapstone, L. D., & Matthews, K. (2015) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2015.1084492 · Cited by 63

Collectively Improving Our Teaching: Attempting Biology Department–wide Professional Development in Scientific Teaching

Owens, M. T., Trujillo, G., Seidel, S. B., Harrison, C. D., Farrar, K. M., Benton, H. P., Blair, J. R., Boyer, K. E., Breckler, J. L., Burrus, L. W., et al. (2018) · CBE—Life Sciences Education · doi:10.1187/cbe.17-06-0106 · Cited by 65

Why We Are Still Talking About Leaving

Seymour, E., Hunter, A., & Weston, T. J. (2019) · Springer eBooks · doi:10.1007/978-3-030-25304-2_1 · Cited by 69

Perceptions of science graduating students on their learning gains

Varsavsky, C., Matthews, K. E., & Hodgson, Y. (2014) · International Journal of Science Education · doi:10.1080/09500693.2013.830795 · Cited by 53

Competency-Based Reforms of the Undergraduate Biology Curriculum: Integrating the Physical and Biological Sciences

Thompson, K. V., Chmielewski, J., Gaines, M. S., Hrycyna, C. A., & LaCourse, W. R. (2013) · CBE—Life Sciences Education · doi:10.1187/cbe.12-09-0143 · Cited by 51

Diffusion of research-based instructional strategies: the case of SCALE-UP

Foote, K., Neumeyer, X., Henderson, C., Dancy, M., & Beichner, R. J. (2014) · International Journal of STEM Education · doi:10.1186/s40594-014-0010-8 · Cited by 54

Teaching-focused social networks among college faculty: exploring conditions for the development of social capital

Benbow, R. J., & Lee, C. (2018) · Higher Education · doi:10.1007/s10734-018-0331-5 · Cited by 51

Investigating how faculty social networks and peer influence relate to knowledge and use of evidence-based teaching practices

Lane, A. K., Skvoretz, J. V., Ziker, J. P., Couch, B. A., Earl, B., Lewis, J. E., McAlpin, J. D., Prevost, L. B., Shadle, S. E., & Stains, M. (2019) · International Journal of STEM Education · doi:10.1186/s40594-019-0182-3 · Cited by 48

Educational transformation in upper-division physics: The Science Education Initiative model, outcomes, and lessons learned

Chasteen, S. V., Wilcox, B. R., Caballero, M. D., Perkins, K. K., Pollock, S. J., & Wieman, C. (2015) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.11.020110 · Cited by 50

Teaching Scientists to Communicate: Evidence-based assessment for undergraduate science education

Mercer-Mapstone, L. D., & Kuchel, L. J. (2015) · International Journal of Science Education · doi:10.1080/09500693.2015.1045959 · Cited by 48

Situated instructional coaching: a case study of faculty professional development

Czajka, C. D., & McCONNELL, D. A. (2016) · International Journal of STEM Education · doi:10.1186/s40594-016-0044-1 · Cited by 57

A multidimensional assessment of reformed teaching practice in geoscience classrooms

Teasdale, R., Viskupic, K., Bartley, J., McConnell, D., Manduca, C., Bruckner, M., Farthing, D., & Iverson, E. (2017) · Geosphere · doi:10.1130/ges01479.1 · Cited by 44

A Multi-Institutional Analysis of Instructional Beliefs and Practices in Gateway Courses to the Sciences

Ferrare, J. J. (2019) · CBE—Life Sciences Education · doi:10.1187/cbe.17-12-0257 · Cited by 51

Understanding STEM academics’ responses and resilience to educational reform of academic roles in higher education

Ross, P. M., Scanes, E., Poronnik, P., Coates, H. B., & Locke, W. (2022) · International Journal of STEM Education · doi:10.1186/s40594-022-00327-1 · Cited by 62

Institutionalizing evidence-based STEM reform through faculty professional development and support structures

Biswas, S., Benabentos, R., Brewe, E., Potvin, G., Edward, J. K., Kravec, M. E., & Kramer, L. (2022) · International Journal of STEM Education · doi:10.1186/s40594-022-00353-z · Cited by 50

Use of research-based instructional strategies: How to avoid faculty quitting

Wieman, C., Deslauriers, L., & Gilley, B. H. (2013) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.9.023102 · Cited by 40

Exploring the Values Undergraduate Students Attribute to Cross-disciplinary Skills Needed for the Workplace: an Analysis of Five STEM Disciplines

Marbach‐Ad, G., Hunt, C., & Thompson, K. V. (2019) · Journal of Science Education and Technology · doi:10.1007/s10956-019-09778-8 · Cited by 40

Finding the leaders: an examination of social network analysis and leadership identification in STEM education change

Knaub, A. V., Henderson, C., & Fisher, K. Q. (2018) · International Journal of STEM Education · doi:10.1186/s40594-018-0124-5 · Cited by 42

Wrestling with Pedagogical Change: The TEAL Initiative at MIT

Breslow, L. (2010) · Change The Magazine of Higher Learning · doi:10.1080/00091383.2010.503173 · Cited by 38

Factors influencing students’ perceptions of their quantitative skills

Matthews, K., Hodgson, Y., & Varsavsky, C. (2013) · International Journal of Mathematical Education in Science and Technology · doi:10.1080/0020739x.2013.814814 · Cited by 37

Mind the gap: Science and engineering education at the secondary–tertiary interface

Case, J., Marshall, D., & Grayson, D. (2013) · South African Journal of Science · doi:10.1590/sajs.2013/20120113 · Cited by 37

Using conceptual questions to promote motivation and learning in physics lectures

de Oliveira, P. C., & de Oliveira, C. G. (2013) · European Journal of Engineering Education · doi:10.1080/03043797.2013.780013 · Cited by 36

Challenging instructors to change: a mixed methods investigation on the effects of material development on the pedagogical beliefs of geoscience instructors

Pelch, M. A., & McCONNELL, D. A. (2016) · International Journal of STEM Education · doi:10.1186/s40594-016-0039-y · Cited by 36

Immersive VR for Organic Chemistry: Impacts on Performance and Grades for First-Generation and Continuing-Generation University Students

Miller, M., Castillo, G., Medoff, N. J., & Hardy, A. (2021) · Innovative Higher Education · doi:10.1007/s10755-021-09551-z · Cited by 38

The PULSE Vision & Change Rubrics, Version 1.0: A Valid and Equitable Tool to Measure Transformation of Life Sciences Departments at All Institution Types

Brancaccio-Taras, L., Pape-Lindstrom, P. A., Peteroy-Kelly, M., Aguirre, K., Awong-Taylor, J., Balser, T. C., Cahill, M. J., Frey, R. F., Jack, T. P., Kelrick, M., et al. (2016) · CBE - Life Sciences Education · doi:10.1187/cbe.15-12-0260 · Cited by 34

Redesigning a course to help students achieve higher-order cognitive thinking skills: from goals and mechanics to student outcomes

Casagrand, J. L., & Semsar, K. (2017) · AJP Advances in Physiology Education · doi:10.1152/advan.00102.2016 · Cited by 33

Writing Matters: Writing-to-Learn Activities Increase Undergraduate Performance in Cell Biology

Balgopal, M. M., Casper, A. M., Wallace, A. M. R., Laybourn, P. J., & Brisch, E. (2018) · BioScience · doi:10.1093/biosci/biy042 · Cited by 46

Cultural Models of Teaching and Learning in Math and Science: Exploring the Intersections of Culture, Cognition, and Pedagogical Situations

Ferrare, J. J., & Hora, M. T. (2014) · The Journal of Higher Education · doi:10.1080/00221546.2014.11777348 · Cited by 31

Spreading Teaching Innovations in Social Networks: the Bridging Role of Mentors

Ma, S., Herman, G. L., Tomkin, J. H., Mestre, J. P., & West, M. (2018) · Journal for STEM Education Research · doi:10.1007/s41979-018-0002-6 · Cited by 36

Teaching communication in general science degrees: highly valued but missing the mark

Stevens, S., Mills, R. F., & Kuchel, L. J. (2019) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2019.1578861 · Cited by 29

Taking a Scientific Approach to Science Education, Part II—Changing Teaching: Challenges remain before universities more widely adopt research-based approaches, despite their many benefits over lecture-based teaching

Wieman, C., & Gilbert, S. (2015) · Microbe Magazine · doi:10.1128/microbe.10.203.1 · Cited by 28

The Science Students Skills Inventory: Capturing Graduate Perceptions of Their Learning Outcomes

Matthews, K., & Hodgson, Y. (2012) · International Journal of Innovation in Science and Mathematics Education · Cited by 25

How Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments

Drinkwater, M. J., Matthews, K., & Seiler, J. R. (2017) · CBE—Life Sciences Education · doi:10.1187/cbe.15-12-0261 · Cited by 23

Making Sense of Persistence in Scientific Purgatory: A Multi-Institutional Analysis of Instructors in Introductory Science, Technology, Engineering, and Mathematics (STEM) Courses

Ferrare, J. J., & Miller, J. M. (2019) · The Journal of Higher Education · doi:10.1080/00221546.2019.1602392 · Cited by 26

Instructional practices in reformed undergraduate STEM learning environments: a study of instructor and student behaviors in biology courses

Kranzfelder, P., Lo, A. T., Melloy, M. P., Walker, L. E., & Warfa, A.-R. M. (2019) · International Journal of Science Education · doi:10.1080/09500693.2019.1649503 · Cited by 23

Physics instructors’ knowledge and use of active learning has increased over the last decade but most still lecture too much

Dancy, M., Henderson, C., Apkarian, N., Johnson, E., Stains, M., Raker, J. R., & Lau, A. (2024) · Physical Review Physics Education Research · doi:10.1103/physrevphyseducres.20.010119 · Cited by 36

Narrowing Achievement Gaps in General Chemistry Courses with and without In-Class Active Learning

Clark, T. M. (2023) · Journal of Chemical Education · doi:10.1021/acs.jchemed.2c00973 · Cited by 24

Complicated Spaces: Negotiating Collaborative Teaching and Interdisciplinarity in Higher Education

Bryant, L. H., Niewolny, K. L., Clark, S. E., & Watson, C. E. (2014) · Cited by 23

A Process for Developing Introductory Science Laboratory Learning Goals To Enhance Student Learning and Instructional Alignment

Duis, J. M., Schafer, L. L., Nussbaum, S., & Stewart, J. J. (2013) · Journal of Chemical Education · doi:10.1021/ed4000102 · Cited by 23

Department-Level Instructional Change: Comparing Prescribed versus Emergent Strategies

Fisher, K. Q., & Henderson, C. (2018) · CBE—Life Sciences Education · doi:10.1187/cbe.17-02-0031 · Cited by 23

Conceptual Learning Outcomes of Virtual Experiential Learning: Results of Google Earth Exploration in Introductory Geoscience Courses

Bitting, K. S., Mccartney, M. J., Denning, K. R., & Roberts, J. A. (2017) · Research in Science Education · doi:10.1007/s11165-016-9577-z · Cited by 25

Measuring the implementation of student-centered teaching strategies in lower- and upper-division STEM courses

Benabentos, R., Hazari, Z., Stanford, J. S., Potvin, G., Marsteller, P., Thompson, K. V., Cassone, V. M., Murasko, D. M., & Kramer, L. (2020) · Journal of Geoscience Education · doi:10.1080/10899995.2020.1768005 · Cited by 29

Faculty adoption of active learning classrooms

Horne, S. V., & Murniati, C. T. (2016) · Journal of Computing in Higher Education · doi:10.1007/s12528-016-9107-z · Cited by 26

The ASM Curriculum Guidelines for Undergraduate Microbiology: A Case Study of the Advocacy Role of Societies in Reform Efforts

Horak, R. E. A., Merkel, S. M., & Chang, A. (2015) · Journal of Microbiology and Biology Education · doi:10.1128/jmbe.v16i1.915 · Cited by 20

Science Teaching Beliefs and Reported Approaches Within a Research University: Perspectives from Faculty, Graduate Students, and Undergraduates

Marbach‐Ad, G., Ziemer, K. S., Orgler, M., & Thompson, K. V. (2014) · Cited by 20

Student Responses to Problematic STEM Teaching Methods

Harper, R. P., Weston, T. J., & Seymour, E. (2019) · Springer eBooks · doi:10.1007/978-3-030-25304-2_6 · Cited by 18

A Case Study Documenting the Process by Which Biology Instructors Transition from Teacher-Centered to Learner-Centered Teaching

Marbach‐Ad, G., & Rietschel, C. H. (2016) · CBE—Life Sciences Education · doi:10.1187/cbe.16-06-0196 · Cited by 28

Instructional Influencers: Teaching Professors as Potential Departmental Change Agents in Diversity, Equity, and Inclusion

Wilton, M., Maloy, J. P., Beaster‐Jones, L., Sato, B. K., Lo, S. M., & Grunspan, D. Z. (2024) · CBE—Life Sciences Education · doi:10.1187/cbe.24-03-0102 · Cited by 19

Characteristics of departments with high-use of active learning in introductory STEM courses: implications for departmental transformation

Lau, A. C., Henderson, C., Stains, M., Dancy, M., Merino, C., Apkarian, N., Raker, J. R., & Johnson, E. (2024) · International Journal of STEM Education · doi:10.1186/s40594-024-00470-x · Cited by 23

Context and content of teaching conversations: exploring how to promote sharing of innovative teaching knowledge between science faculty

Lane, A. K., Earl, B., Feola, S., Lewis, J. E., McAlpin, J. D., Mertens, K., Shadle, S. E., Skvoretz, J. V., Ziker, J. P., Stains, M., et al. (2022) · International Journal of STEM Education · doi:10.1186/s40594-022-00369-5 · Cited by 18

A qualitative analysis to identify the elements that support department level change in the life sciences: The PULSE Vision & Change Recognition Program

Peteroy-Kelly, M. A., Brancaccio-Taras, L., Awong-Taylor, J., Balser, T. C., Jack, T. P., Lindsay, S. M., Marley, K., Romano, S., Uzman, J. A., & Pape-Lindstrom, P. (2019) · PLoS ONE · doi:10.1371/journal.pone.0217088 · Cited by 19

A Bibliometric Review on Outcome-Based Learning for Graduate Employability: Mapping the Research Front

Raihan, M. Z., & Azad, M. A. K. (2021) · Journal of Education · doi:10.1177/00220574211016444 · Cited by 15

Keep Your Friends Close and Your Colleagues Nearby: The Hidden Ties that Improve STEM Education

Mestre, J. P., Herman, G. L., Tomkin, J. H., & West, M. (2019) · Change The Magazine of Higher Learning · doi:10.1080/00091383.2019.1547081 · Cited by 15

Transforming education with community-developed teaching materials: evidence from direct observations of STEM college classrooms

Teasdale, R., Ryker, K. D., Viskupic, K. M., Czajka, C. D., & Manduca, C. A. (2020) · International Journal of STEM Education · doi:10.1186/s40594-020-00251-2 · Cited by 20

Postsecondary Faculty Attitudes and Beliefs about Writing-Based Pedagogies in the STEM Classroom

Finkenstaedt-Quinn, S. A., Gere, A. R., Dowd, J. E., Thompson, R. J., Halim, A. S., Reynolds, J., Schiff, L. A., Flash, P., & Shultz, G. V. (2022) · CBE—Life Sciences Education · doi:10.1187/cbe.21-09-0285 · Cited by 25

Evaluating Classroom Time through Systematic Analysis and Student Feedback

Achen, R. M., & Lumpkin, A. (2015) · International Journal for the Scholarship of Teaching and Learning · doi:10.20429/ijsotl.2015.090204 · Cited by 15

SoTL Inquiry in Broader Curricular and Institutional Contexts: Theoretical Underpinnings and Emerging

Hubball, H., Pearson, M. L., & Clarke, A. (2013) · Teaching & Learning Inquiry The ISSOTL Journal · doi:10.20343/teachlearninqu.1.1.41 · Cited by 47

Proactive Postdoc Mentoring

Hokanson, S. C., & Goldberg, B. B. (2017) · Elsevier eBooks · doi:10.1016/b978-0-12-813169-5.00005-7 · Cited by 15

Seeding long-term, sustainable change in teacher preparation programs: the case of PhysTEC

Foote, K., & Knaub, A. V. (2018) · International Journal of STEM Education · doi:10.1186/s40594-018-0134-3 · Cited by 14

Faculty Learning at the Individual and Group Level: A Multi-Year Analysis of an Interdisciplinary Science Faculty Learning Community Focused on Inclusive Teaching and Mentoring

Hirst, R. A., Anderson, K. L., Packard, B. W., Liotta, L. J., Bleakley, B. H., Lombardi, P. J., & Burkholder, K. C. (2021) · The journal of college science teaching · doi:10.1080/0047231x.2021.12290530 · Cited by 13

Finding One's Place or Losing the Race? The Consequences of STEM Departure for College Dropout and Degree Completion

Lee, Y.-G., & Ferrare, J. J. (2019) · Review of higher education/The review of higher education · doi:10.1353/rhe.2019.0095 · Cited by 13

Comparison and Evaluation of Learning Outcomes from an International Perspective: Development of a Best-Practice Process

Elmgren, M., Ho, F. M., Åkesson, E., Schmid, S., & Towns, M. H. (2014) · Journal of Chemical Education · doi:10.1021/ed500542b · Cited by 13

Highly effective active learning in a one‐year biochemistry series with limited resources

Reich, N. O., & Wang, Y. (2018) · Biochemistry and Molecular Biology Education · doi:10.1002/bmb.21186 · Cited by 12

Pedagogy for the Connected Science Classroom: Computer Supported Collaborative Science and the Next Generation Science Standards.

Foley, B. J., & Reveles, J. M. (2014) · Contemporary issues in technology and teacher education · Cited by 11

Exploring Chinese STEM college students’ expectations of effective online courses

Lin, X. Y., Luan, L., & Dai, Y. (2023) · International Journal of Chinese Education · doi:10.1177/2212585x231188977 · Cited by 19

Transformative Practices in Engineering Education: The Embedded Expert Model

Nelson, R., Marone, V., Garcia, S. A., Yuen, T. T., Bonner, E. P., & Browning, J. (2020) · IEEE Transactions on Education · doi:10.1109/te.2020.3026906 · Cited by 10

Results from a Survey of National Science Foundation Transforming Undergraduate Education in STEM (TUES) Program Reviewers

Feser, J., Borrego, M. J., Pimmel, R., & Della‐Piana, C. K. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--21883 · Cited by 10

An Improved Design for In-Class Review

Maxwell, E. J., McDonnell, L., & Wieman, C. (2015) · The journal of college science teaching · doi:10.2505/4/jcst15_044_05_48 · Cited by 9

Exploring the dynamics of organizational learning: identifying the decision chains science and math faculty use to plan and teach undergraduate courses

Hora, M. T., & Hunter, A. (2014) · International Journal of STEM Education · doi:10.1186/s40594-014-0008-2 · Cited by 9

Distinct factors predict use of active learning techniques by pre-tenure and tenured STEM faculty

Indorf, J. L., Benabentos, R., Daubenmire, P. L., Murasko, D. M., Hazari, Z., Potvin, G., Kramer, L., Marsteller, P., Thompson, K. V., Cassone, V. M., et al. (2021) · Journal of Geoscience Education · doi:10.1080/10899995.2021.1927461 · Cited by 8

Development of the Departmental Climate around Teaching (DCaT) survey: neither psychological collective climate nor departmental collective climate predicts STEM faculty’s instructional practices

Shi, L., & Stains, M. (2021) · International Journal of STEM Education · doi:10.1186/s40594-021-00303-1 · Cited by 8

Adoption of a Non-Lecture Pedagogy in Chemical Engineering: Insights Gained from Observing an Adopter

Golter, P. B., Brown, G. R., Thiessen, D., & Wie, B. V. (2012) · Journal of STEM Education Innovations and Research · Cited by 8

Comparing student, instructor, classroom and institutional data to evaluate a seven-year department-wide science education initiative

Jones, F. (2017) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2017.1343799 · Cited by 8

Faculty Adoption of Active Learning Strategies via Paired Teaching: Conclusions From Two Science Departments

Strubbe, L. E., Stang, J. B., Holland, T., Sherman, S., & Code, W. J. (2019) · The journal of college science teaching · doi:10.2505/4/jcst19_049_01_31 · Cited by 8

Getting More Scientists to Revamp Teaching

Vicens, Q., & Caspersen, M. E. (2014) · The journal of college science teaching · doi:10.2505/4/jcst14_043_05_22 · Cited by 8

Examining the effect of workshops pedagogically modelling exhibits at science centres on the development of students’ conceptual achievements

Kanlı, U., & Yavaş, S. (2021) · International Journal of Science Education · doi:10.1080/09500693.2020.1858203 · Cited by 8

The “State” of Active Learning in the Atmospheric Sciences: Strategies Instructors Use and Directions for Future Research

Handlos, Z., Davenport, C. E., & Kopacz, D. (2021) · Bulletin of the American Meteorological Society · doi:10.1175/bams-d-20-0239.1 · Cited by 7

Appreciation of an alternative: Dutch alumni look back on their science master, a work-based learning vs a research-oriented approach

Grooters, S., Zaal, E., Ongena, Y., & Gerkema, M. P. (2022) · Cogent Education · doi:10.1080/2331186x.2022.2133506 · Cited by 7

Catalyzing Group Work in Introductory Chemistry: Evaluation of Five Strategies

Thompson, M., & Lamanna, A. C. (2019) · Journal of Chemical Education · doi:10.1021/acs.jchemed.9b00454 · Cited by 7

STEM department chairs’ perspectives on navigating teaching culture to influence instructional change: a four-frames model analysis

Couch, B. A., Prevost, L. B., Stains, M., Marcy, A. E., Whitt, B., Hammerman, J. K. L., & SPIEGEL, A. N. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1383711 · Cited by 7

Learning About Educational Change Strategies: A Study of the Successful Propagation of Peer Instruction

Khatri, R., Henderson, C., Cole, R. S., & Froyd, J. E. (2015) · Physics Education Research Conference (PERC) · doi:10.1119/perc.2014.pr.029 · Cited by 6

Barriers and levers driving change in a STEM science subject in the Australian higher education sector: a focused study

Loughlin, W. A., Whiteford, C., Geelan, D., & Brown, R. A. J. (2020) · Research in Science & Technological Education · doi:10.1080/02635143.2020.1830271 · Cited by 6

Applying a Linked-Course Model to Foster Inquiry & Integration in Large First Year Courses

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