The STEM Faculty Instructional Barriers and Identity Survey (FIBIS): development and exploratory results

The STEM Faculty Instructional Barriers and Identity Survey (FIBIS): development and exploratory results

Abstract Background As institutions and science, technology, engineering, and mathematics (STEM) departments emphasize faculty use of evidence-based instructional practices (EBIPs), various barriers and faculty perceptions hinder that process. While a large body of literature exists in this area, no...

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Bibliographic Details
Main Authors: Hannah Sturtevant, Lindsay Wheeler
Format: Article
Language:English
Published: SpringerOpen 2019-10-01
Series:International Journal of STEM Education
Subjects:
Evidence-based instructional practices
Student-centered teaching
Change in higher education
Professional identity
Faculty barriers
Online Access:http://link.springer.com/article/10.1186/s40594-019-0185-0

Internet

http://link.springer.com/article/10.1186/s40594-019-0185-0

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