Innovative teaching knowledge stays with users

Authors

A. Kelly Lane, University of Minnesota, Minneapolis
Jacob D. McAlpin, University of South Florida, Tampa
Brittnee Earl, Boise State University
Stephanie Feola, University of South Florida, Tampa
Jennifer E. Lewis, University of South Florida, Tampa
Karl Mertens, Boise State University, Boise
Susan E. Shadle, Boise State University, Boise
John Svoretz, University of South Florida, Tampa
John P. Ziker, Boise State University, Boise
Brian A. Couch, University of Nebraska–LincolnFollow
Luanna B. Prevost, University of South Florida, TampaFollow
Marilyne Stains, University of Virginia, CharlottesvilleFollow

ORCID IDs

https://orcid.org/0000-0001-6446-0303

https://orcid.org/0000-0003-1826-7216

https://orcid.org/0000-0002-1906-5256

https://orcid.org/0000-0002-5020-1236

https://orcid.org/0000-0001-9910-3007

https://orcid.org/0000-0002-2456-1262

https://orcid.org/0000-0002-4875-0893

https://orcid.org/0000-0003-0573-1710

https://orcid.org/0000-0001-9059-5594

https://orcid.org/0000-0001-6972-6561

https://orcid.org/0000-0002-5257-2946

https://orcid.org/0000-0001-7881-5718

Document Type

Article

Date of this Version

2020

Citation

PNAS | September 15, 2020 | vol. 117 | no. 37 | 22665–22667

https://www.pnas.org/lookup/suppl/ doi:10.1073/pnas.2012372117/-/DCSupplemental.

Abstract

Programs seeking to transform undergraduate science, technology, engineering, and mathematics courses often strive for participating faculty to share their knowledge of innovative teaching practices with other faculty in their home departments. Here, we provide interview, survey, and social network analyses revealing that faculty who use innovative teaching practices preferentially talk to each other, suggesting that greater steps are needed for information about innovative practices to reach faculty more broadly.