We examine instructional practices of postsecondary instructors,

the factors that influence these practices,

and how these practices influence STEM learning outcomes for college students. 

The following issues drive our research:

50-75% of North American STEM faculty exclusively lecture, despite strong evidence that active learning (a) reduces course failure rates & (b) improves knowledge.

Students cite negative college classroom experiences as a primary reason they leave STEM.

College-educated Americans lag behind counterparts in Western Europe and Asian in acceptance of scientifically validated ideas, including evolution and climate change.

  • > Only 22% of college educated Americans agree humans evolved from earlier species

  • > Only 60% of Americans that humans influence global climate patterns

© 2020 by Emily M. Walter, PhD

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