Converging evidence concludes that certain types of teaching practices are most likely to improve student outcomes in undergraduate STEM courses. Despite efforts to document and disseminate such practices, they are still not widely adopted. This lack of adoption suggests the need for new models and approaches towards institutional change. This paper advances such a model and describes our approaches to implementing it.
Reinholz, D. L., Corbo, J. C., Dancy, M. H., Finkelstein, N., & Deetz, S. (2016). Towards a model of systematic change in university STEM education. In G. C. Weaver, W. D. Burgess, A. L. Childress, & L. Slakey (Eds.), Transforming institutions: Undergraduate STEM education for the 21st century (pp. 115-124). West Lafayette, IN: Purdue University Press.