Abstract STEM (science, technology, engineering, and mathematics) refers to the cross-
disciplinary learning design for engaging students in applying integrated knowledge to …

At many research-intensive universities in North America, there is a disproportionate loss of
minoritized undergraduate students from Science, Technology, Engineering, and …

Programs seeking to transform undergraduate science, technology, engineering, and
mathematics courses often strive for participating faculty to share their knowledge of …

Background Many institutional and departmentally focused change efforts have sought to
improve teaching in STEM through the promotion of evidence-based instructional practices …

A considerable body of evidence demonstrates that active, student-centered instructional
practices are more effective than lecture-based, transmissionist approaches in improving …

Background Change strategies may leverage interpersonal relationships and conversations
to spread teaching innovations among science faculty. Knowledge sharing refers to the …

Course-based undergraduate research experiences (CUREs) are an effective method of
engaging large numbers of students in authentic research but are associated with barriers to …

There is a growing need for valid and reliable measures to monitor the efficacy of
undergraduate science, technology, engineering, and mathematics (STEM) reform …

Despite institutional reform efforts to increase use of evidence-based instructional practices
(EBIPs) in undergraduate chemistry and STEM courses, didactic lecture remains the …

Background There is overwhelming evidence that evidence-based teaching improves
student performance; however, traditional lecture predominates in STEM courses. To …