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Table 4 Percentage of faculty reporting having implemented each EBT practice in our implementation measure

From: Perceived supports and evidence-based teaching in college STEM

Implementation items Percentage
Structuring class time to include activities that engage students in their own learning 75.2
Providing feedback to students throughout the semester 72.1
Using exercises that generate group discussion 70.7
At the onset of a course telling students what they should know and be able to do upon course completion 65.6
Considering learning goals in the design of activities for the class (backward design) 64.9
Using summative assessments of learning outcomes (i.e., to measure the students’ achievement of learning goals) 64.2
Implementing formative assessments while learning is occurring that inform students’ progress towards desired outcomes 64.0
Representing science as a process of the scientific method 62.5
Setting and communicating learning goals for students for each class 56.0
Identifying students’ misconceptions so that they may be corrected 56.0
Using Blooms taxonomy which defines depths of understanding when preparing exams 55.7
Using exercises that lead students to draw their own conclusions 54.6
Encouraging students to think of science within the context of society 53.6
Choosing diverse teaching methods to optimize learning for diverse students 53.6
Encouraging students to generate class wide discussions 44.3
Implementing inclusive teaching in the classroom 41.8
Taking precautions to reduce the influence of any implicit bias that I may hold for example grading papers without knowing the identity of the student 41.1
Encouraging students to think about their own learning processes aka metacognition 38.7
Designing class content that represents the perspectives and contributions of people with different origins genders and affiliations 32.2