Supporting STEM Learning by Redesigning the Textbook Creating High-Completion CS Online Learning Using Educational Psychology Principles
Despite widespread development, research, and dissemination of teaching and curricular practices that improve student retention and learning, faculty often do not adopt them. This paper describes the first findings of a two-part study to improve understanding of adoption of teaching practices and curriculum by computer science faculty. The paper closes with recommendations for designers and developers of teaching innovations hoping to increase their chance of adoption.
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