Despite ongoing dissemination of evidence-based teaching strategies, science teaching at the university level is less than reformed. Most college biology instructors could benefit from more sustained support in implementing these strategies. One-time workshops raise awareness of evidence-based practices, but faculty members are more likely to make significant changes in their teaching practices...

While there is a wealth of research evidencing the benefits of active-learning approaches, the extent to which these teaching practices are adopted in the sciences is not well known. The aim of this study is to establish an evidential baseline of teaching practices across a bachelor of science degree program at a large research-intensive Australian university. Our purpose is to contribute to kn...

As technology is increasingly being used for teaching and learning in higher education, it is important to scrutinise what tangible educational gains are being attained. Are claims about technology transforming learning and teaching in higher education borne out by actual practices? This paper draws upon a critical analysis of recent research literature concerning Technology Enhanced Learning (...

We have created an inventory to characterize the teaching practices used in science and mathematics courses. This inventory can aid instructors and departments in reflecting on their teaching. It has been tested with several hundred university instructors and courses from mathematics and four science disciplines. Most instructors complete the inventory in 10 min or less, and the results allow m...

This paper presents the observations of three case studies, reflecting on the practices undertaken in various teaching evaluations. The case studies provide some insight into how many international institutions of higher education follow very traditional evaluation processes, even though they may differ significantly in cultural diversity and organization. Secondly, the paper emphasises the lac...

Reform of introductory science courses seeks to increase student retention and learning, yet faculty members are often unaware of modern teaching practices and/or not motivated to change their practices. Brownell and Tanner (2012) outlined another potential barrier: scientific professional identities are defined primarily by research and not by teaching. We think this is also an issue for gradu...

The purpose of this study was to determine if self-reported teaching style beliefs were different among faculty at a U.S. and an Israeli dental school. Teacher-centered practices refer to beliefs that the teacher holds the subject matter expertise and students are generally passive learners who must be told what to think. Student-centered practices refer to beliefs that students must learn how ...