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 |