PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Overview of evaluating the uptake of research-based instructional strategies in undergraduate chemistry, mathematics, and physics
Page: 1130
Research-Based Instructional Strategies have been show to increase learning and retention of students in undergraduate STEM classes but have not been widely implemented in classrooms across this country. While there is research indicating the level of usage of RBIS across the country in gateway chemistry, mathematics, and physics courses, less is known about why instructors choose to use RBIS or not. We report on the design of an ongoing research study to assess the relative impact of individual, departmental, institutional, and disciplinary factors on instructional decisions in key courses for postsecondary STEM-intending students.