Zobrazeno 1 - 10
of 80
pro vyhledávání: '"Cynthia J. Finelli"'
Autor:
Kevin A. Nguyen, Maura Borrego, Cynthia J. Finelli, Matt DeMonbrun, Caroline Crockett, Sneha Tharayil, Prateek Shekhar, Cynthia Waters, Robyn Rosenberg
Publikováno v:
International Journal of STEM Education, Vol 8, Iss 1, Pp 1-18 (2021)
Abstract Background Despite the evidence supporting the effectiveness of active learning in undergraduate STEM courses, the adoption of active learning has been slow. One barrier to adoption is instructors’ concerns about students’ affective and
Externí odkaz:
https://doaj.org/article/3a45244c832a4334891e20f53df262f4
Autor:
Sneha Tharayil, Maura Borrego, Michael Prince, Kevin A. Nguyen, Prateek Shekhar, Cynthia J. Finelli, Cynthia Waters
Publikováno v:
International Journal of STEM Education, Vol 5, Iss 1, Pp 1-16 (2018)
Abstract Background Research has shown that active learning promotes student learning and increases retention rates of STEM undergraduates. Yet, instructors are reluctant to change their teaching approaches for several reasons, including a fear of st
Externí odkaz:
https://doaj.org/article/59021b647ccf4e89a507f370ffd2d721
Publikováno v:
IEEE Transactions on Education. 66:113-122
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::85560bca162b1981f07ff580f12934bb
https://doi.org/10.1109/te.2022.3199079
https://doi.org/10.1109/te.2022.3199079
Autor:
Michael J. Prince, Jenefer Husman, Madison E. Andrews, Maura Borrego, Cynthia J. Finelli, Matthew R. Graham
Publikováno v:
College Teaching. 70:530-540
Active learning increases student learning, engagement, and interest in STEM and subsequently, the number and diversity of graduates. Yet, its adoption has been slow, partially due to instructors’ ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::03b9b3168d109af93aa937088758bd9e
https://doi.org/10.1080/87567555.2021.1987183
https://doi.org/10.1080/87567555.2021.1987183
Publikováno v:
2022 IEEE Frontiers in Education Conference (FIE).
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e07e83cfab952ce8748bfe412d290b5b
https://doi.org/10.1109/fie56618.2022.9962405
https://doi.org/10.1109/fie56618.2022.9962405
Publikováno v:
2022 IEEE Frontiers in Education Conference (FIE).
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f11edf502482e2d97ee664af5c209132
https://doi.org/10.1109/fie56618.2022.9962544
https://doi.org/10.1109/fie56618.2022.9962544
Autor:
Joanna Mirecki Millunchick, Cynthia J. Finelli, Emma Brennan-Wydra, Aaron W. Johnson, Trevion S. Henderson
Publikováno v:
Journal of Engineering Education. 110:114-142
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2810f45bd811030a6c292338f31a03c9
https://doi.org/10.1002/jee.20380
https://doi.org/10.1002/jee.20380
Autor:
Michael J. Prince, Cynthia J. Finelli, Madison E. Andrews, Matthew R. Graham, Jenefer Husman, Maura Borrego
Publikováno v:
Australasian Journal of Engineering Education. 25:142-154
Adopting evidence-based teaching practices, such as active learning, has proven to increase student learning, engagement, and interest in STEM and subsequently, the number and diversity of STEM gra...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e45b8fe17197047dcb3a1994e3b4c215
https://doi.org/10.1080/22054952.2020.1861771
https://doi.org/10.1080/22054952.2020.1861771
Publikováno v:
IEEE Transactions on Education. 62:91-98
Contribution: This paper presents evidence demonstrating ways in which flexible classrooms (which have movable tables and chairs that can be rearranged into different layouts) afford active learning. It highlights the quantitative increase in active
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5c761cf2c0ee120bd0db46e5977f9121
https://doi.org/10.1109/te.2018.2867447
https://doi.org/10.1109/te.2018.2867447
Autor:
Robyn Rosenberg, Cynthia Waters, Caroline Crockett, Sneha Tharayil, Prateek Shekhar, Maura Borrego, Matt DeMonbrun, Cynthia J. Finelli, Kevin A. Nguyen
Publikováno v:
International Journal of STEM Education, Vol 8, Iss 1, Pp 1-18 (2021)
Background Despite the evidence supporting the effectiveness of active learning in undergraduate STEM courses, the adoption of active learning has been slow. One barrier to adoption is instructors’ concerns about students’ affective and behaviora
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::df63a8af97d212c6bd5c2d19ac224420
https://doi.org/10.1186/s40594-021-00270-7
https://doi.org/10.1186/s40594-021-00270-7