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

by Lu Shi, Marilyne Stains
Published 2021-07-01

Exploring STEM postsecondary instructors’ accounts of instructional planning and revisions

by Robert Erdmann, Kathryn Miller, Marilyne Stains
Published 2020-02-01

What really impacts the use of active learning in undergraduate STEM education? Results from a national survey of chemistry, mathematics, and physics instructors.

by Naneh Apkarian, Charles Henderson, Marilyne Stains, Jeffrey Raker, Estrella Johnson, Melissa Dancy
Published 2021-01-01

Am I getting through? Surveying students on what messages they recall from the first day of STEM classes

by Clara L. Meaders, Lillian G. Senn, Brian A. Couch, A. Kelly Lane, Marilyne Stains, MacKenzie R. Stetzer, Erin Vinson, Michelle K. Smith
Published 2021-08-01

What Types of Instructional Shifts Do Students Experience? Investigating Active Learning in Science, Technology, Engineering, and Math Classes across Key Transition Points from Mid...

by Kenneth Akiha, Kenneth Akiha, Emilie Brigham, Emilie Brigham, Brian A. Couch, Justin Lewin, Justin Lewin, Marilyne Stains, MacKenzie R. Stetzer, MacKenzie R. Stetzer, Erin L. Vinson, Erin L. Vinson, Michelle K. Smith, Michelle K. Smith
Published 2018-01-01

What Questions Are on the Minds of STEM Undergraduate Students and How Can They Be Addressed?

by Clara L. Meaders, Michelle K. Smith, Timothy Boester, Anne Bracy, Brian A. Couch, Abby G. Drake, Saima Farooq, Bashir Khoda, Cynthia Kinsland, A. Kelly Lane, Sarah E. Lindahl, William H. Livingston, Ayesha Maliwal Bundy, Amber McCormick, Anya I Morozov, Jennifer L. Newell-Caito, Katharine J. Ruskin, Mark A. Sarvary, Marilyne Stains, Justin R. St. Juliana, Stephanie R. Thomas, Cindy van Es, Erin L. Vinson, Maren N. Vitousek, Mackenzie R. Stetzer, Mackenzie R. Stetzer
Published 2021-02-01