Melissa H. Dancy

TL;DR: This article conducted an interview study with five physics instructors who represent likely users of educational research and found that these instructors have conceptions about teaching and learning that are more compatible with educational research than with their self-described instructional practices.

TL;DR: It is found that students who remain in STEM majors report a greater sense of belonging than those who leave STEM, and that students from underrepresented groups are less likely to feel they belong.

TL;DR: This article conducted a web-based survey of 722 physics faculty in the United States regarding their instructional practices and found that most faculty report knowing about many physics education research curricula and pedagogies and are interested and motivated to try them in their teaching.

TL;DR: The authors found that knowledge and/or use of research-based instructional strategies are correlated with reading teaching-related journals, attending talks and workshops related to teaching, attending the physics and astronomy new faculty workshop, having an interest in using more RBIS, being female, being satisfied with meeting instructional goals, and having a permanent, full-time position.

TL;DR: This article found that knowledge and use of research-based instructional strategies are significantly correlated with reading teaching-related journals, attending talks and workshops related to teaching, attending the physics and astronomy new faculty workshop, having an interest in using more RBIS, being female, being satisfied with meeting instructional goals, and having a permanent, full-time position.