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

Structuring class time to include activities that engage students in their own learning

Providing feedback to students throughout the semester

Using exercises that generate group discussion

At the onset of a course telling students what they should know and be able to do upon course completion

Considering learning goals in the design of activities for the class (backward design)

Using summative assessments of learning outcomes (i.e., to measure the students’ achievement of learning goals)

Implementing formative assessments while learning is occurring that inform students’ progress towards desired outcomes

Representing science as a process of the scientific method

Setting and communicating learning goals for students for each class

Identifying students’ misconceptions so that they may be corrected

Using Blooms taxonomy which defines depths of understanding when preparing exams

Using exercises that lead students to draw their own conclusions

Encouraging students to think of science within the context of society

Choosing diverse teaching methods to optimize learning for diverse students

Encouraging students to generate class wide discussions

Implementing inclusive teaching in the classroom

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

Encouraging students to think about their own learning processes aka metacognition

Designing class content that represents the perspectives and contributions of people with different origins genders and affiliations