Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and ... Tensions with Professional Identity?

被引：367

作者：

Brownell, Sara E. ^{[1
]}

Tanner, Kimberly D. ^{[2
]}

机构：

[1] Stanford Univ, Dept Biol, Stanford, CA 94305 USA

[2] San Francisco State Univ, Dept Biol, San Francisco, CA 94132 USA

来源：

CBE-LIFE SCIENCES EDUCATION | 2012年 / 11卷 / 04期

关键词：

HIGHER-EDUCATION; SCIENCE; INSTRUCTION; EXPERIENCES; INNOVATION; STUDENTS; WOMEN;

D O I：

10.1187/cbe.12-09-0163

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The time has come for all biology faculty, particularly those who teach undergraduates, to develop a coordinated and sustainable plan for implementing sound principles of teaching and learning to improve the quality of undergraduate biology education nationwide. © 2012 The American Society for Cell Biology.

引用

页码：339 / 346

页数：8

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