Increasingly, high-profile organizations including the American Society for Engineering Education, National Academy of Engineering,Association of American Universities National Research Council, and the National Science Board are calling for widespread improvements in undergraduate STEM education. Tremendous effort over the past few decades has built up a substantial knowledge base about STEM learning and research-based instructional strategies such as active learning, cooperative learning, problem-based learning, and service learning.1 Yet these prestigious groups are increasingly expressing dissatisfaction with the rate of implementation of research-based instructional strategies.
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