Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature

By Charles Henderson, Andrea L. Beach, Noah Finkelstein. 2011

992 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c5a48a62a1793b18c0ef399a19cac0143ee53338

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Citations in the corpus

What Is the State of theArt of Systematic Reviewin Engineering Education? (2015, background): “Henderson, Beach, and Finkelstein (2011) created a framework for categorizing studies that described undergraduate STEM change strategies.”
Increasing the Use of Evidence‐Based Teaching in STEM Higher Education: A Comparison of Eight Change Strategies (2014, methodology): “Henderson et al. (2011) and Henderson, Beach, Finkelstein, and Larson (2008) found that each category was closely associated with a different community of professionals and their publishing venues.”
Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and…Tensions with Professional Identity? (2012, neutral): “…most commonly cited barriers for faculty change, and the focus of most of the current efforts to understand and promote faculty pedagogical change (Henderson et al., 2010, 2011; AAAS, 2011; Faculty Institutes for Reforming Science Teaching [FIRST] IV, 2012; National Academies of Science/Howard…”
The importance of context: an exploration of factors influencing the adoption of student-centered teaching among chemistry, biology, and physics faculty (2015, background): “Indeed, extensive research on instructional change has positioned instructors at the center of successful educational reforms (Henderson et al. 2011).”
The Roles of STEM Faculty Communities of Practice in Institutional and Departmental Reform in Higher Education (2017, background): “Additionally, prolonged involvement associated with these changes also reinforces that change is complex and can take time (Austin, 2011; Henderson et al., 2011).”
Faculty Motivation: A Gateway to Transforming Engineering Education (2014, background): “conducting effective faculty development (see Felder, Brent, & Prince, 2011, for a recent review) as well as research on the outcomes of faculty development efforts (Amundsen & Wilson, 2012; Henderson et al., 2011).”
What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups (2014, methodology): “A more recent study conducted by the Higher Education Research Institute (2010) found that 33%ofWhite and 42%ofAsianAmerican students at a national sample of institutions completed their bachelor’s degree in STEM within 5 years of entering college, compared to only 18% of African American and 22% of”
Document co-citation analysis to enhance transdisciplinary research (2018, background): “Despite the potential for broader conversations to improve systemic educational change, a review of the literature (6) indicated that scholarship in DBER, faculty development, and higher education policy are relatively independent and disconnected from each other.”
Active learning increases student performance in science, engineering, and mathematics (2014, background): “Although traditional lecturing has dominated undergraduate instruction for most of a millennium and continues to have strong advocates (29), current evidence suggests that a constructivist “ask, don’t tell” approach may lead to strong increases in student performance—amplifying recent calls from pol”
Identifying 21st Century STEM Competencies Using Workplace Data (2015, methodology): “To leverage change in instructional practices, strategies to change the beliefs of the individuals should be involved (Henderson et al. 2011).”
Research and Teaching. Effects of a Research-Based Ecology Lab Course: A Study of Nonvolunteer Achievement, Self-Confidence, and Perception of Lab Course Purpose. (2013, background): “assigned students underscores the caution necessary when interpreting data from course evaluations in which students were not randomly assigned and emphasizes the need for more randomized experiments when addressing the effect of courses (Henderson et al., 2011).”