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Adoption of evidenced-based teaching strategies in STEM and non-STEM courses after a common faculty development experience

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Adoption of evidenced-based teaching strategies in STEM and non-STEM courses after a common faculty development experience

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Stanigar, J.; Carson, S. (2020). Adoption of evidenced-based teaching strategies in STEM and non-STEM courses after a common faculty development experience. Editorial Universitat Politècnica de València. 173-181. https://doi.org/10.4995/HEAd20.2020.11009

Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10251/145463

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Title: Adoption of evidenced-based teaching strategies in STEM and non-STEM courses after a common faculty development experience
Author: Stanigar, Jennifer Carson, Susan
Issued date:
Abstract:
North Carolina State University undertook a faculty development initiative, TH!NK, beginning summer 2014. TH!NK is a campus-wide initiative designed to develop faculty members’ abilities in cultivating students’ higher-order ...[+]
Subjects: Higher Education , Learning , Educational systems , Teaching , Faculty development , Evidence-based pedagogy , Critical thinking , Creative thinking , Metacognition , Student learning outcomes.
Copyrigths: Reconocimiento - No comercial - Sin obra derivada (by-nc-nd)
ISBN: 9788490488119
Source:
6th International Conference on Higher Education Advances (HEAd'20).
DOI: 10.4995/HEAd20.2020.11009
Publisher:
Editorial Universitat Politècnica de València
Publisher version: http://ocs.editorial.upv.es/index.php/HEAD/HEAd20/paper/view/11009
Conference name: Sixth International Conference on Higher Education Advances
Conference place: València, Spain
Conference date: Junio 02-05,2020
Type: Capítulo de libro Comunicación en congreso

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