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

We sought to identify which aspects of our professional development program, the
Consortium for the Advancement of Undergraduate STEM Education (CAUSE), were most …

Background Evidence-based teaching, such as active learning, is associated with increases
in student learning and engagement. Although many faculty are beginning to adopt …

Introduction Evidence-based teaching (EBT) practices benefit students, yet our
understanding of how frequently these strategies should be utilized in STEM courses is less …

Faculty resistance to changing their STEM teaching practices is widely acknowledged as a
barrier to use of evidence-based, active-learning instructional approaches (AAAS, 2011) …

The incorporation of evidence-based practices into the classroom increases achievement
and retention of students in STEM. However, the effectiveness of these practices depends …

As change agents at our university, we sought to facilitate a transition within our STEM
college toward more extensive use of evidencebased instructional practices (EBIPs) that …

A growing body of evidence had demonstrated that increased student exposure and
commitment to evidence-based teaching (EBT) leads to improved academic performance …

Traditional teaching practices in undergraduate science, technology, engineering, and
mathematics (STEM) courses have failed to support student success, causing many students …

We examined three years of data from the STEM Professional Academy to Reinvigorate the
Culture of Teaching (SPARCT) program. SPARCT consists of a year-long professional …