A look within: STEM faculty emphasizing deep approaches to learning

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dc.contributor.authorDumford, A. D.
dc.contributor.authorRibera, A. K.
dc.contributor.authorNelson Laird, T.
dc.date.accessioned2019-09-05T15:44:49Z
dc.date.available2019-09-05T15:44:49Z
dc.date.issued2015-05-27
dc.descriptionPresented at the Association for Institutional Research Annual Forum
dc.description.abstractDisciplinary culture plays a significant role in the extent faculty emphasize and students' engage in deep approaches to learning. This study narrowly focuses on STEM faculty and the variation in their emphasis on two components of deep learning--reflective and integrative learning and higher-order learning. Specifically, patterns in faculty promoting deep approaches to learning in mathematics, biology, mechanical engineering, computer science, physics, and psychology are examined. The effect of gender in these fields is also considered.
dc.identifier.urihttps://hdl.handle.net/2022/23598
dc.language.isoen
dc.rightsThis work is under a CC-BY license. You are free to copy and redistribute the material in any format, as well as remix, transform, and build upon the material as long as you give appropriate credit to the original creator, provide a link to the license, and indicate any changes made.
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.titleA look within: STEM faculty emphasizing deep approaches to learning
dc.typePresentation

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