Surveys and network analyses of 192 STEM faculty at three universities revealed that frequent users of evidence-based instructional practices are far more likely to engage one another than colleagues less familiar with the practices. The finding suggests that faculty networks alone are not enough to disseminate and drive the adoption of evidence-based practices that could improve undergraduate instruction and address inequities for students historically underserved by STEM classrooms.
To the choir: Forward-thinking faculty sharing innovations mostly among themselves
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