Institutional implementation of learning analytics (LA) calls for thoughtful management of cultural change.
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The following survey indicates that efforts to bolster undergraduate education have increased substantially at AAU institutions over the last few years, and that many new programs and initiatives are now in place on many campuses.
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.
Our approach to implementing a widespread change in the culture of teaching and learning in the sciences at UNC-Chapel Hill featured an individual-centered, largely emergent strategy.