Table 3 depicts which instructors indicated use of each strategy.
The vast majority of instructors indicated that their institutions have no requirements for teaching either evolution or alternatives to evolution.
It was also noted that the majority of instructors indicated that they spent less than 5% of lecture and discussion time, if any, addressing ethical and social issues in class [ 15].
Feedback from the SESs and CWSEI department directors and discussions with other instructors indicated these categories tended to match how instructors generally organized their thinking about the different elements of teaching a course, and so this organization made the process of filling out the survey most efficient.
Past surveys of STEM instructors indicate a number of specific barriers that hinder their use of active learning strategies (Shadle et al. 2017; Lund and Stains 2015 Dancy and Henderson 2012; Finelli, Daly, & Richardson 2014; Froyd, Borrego, Cutler, Henderson, & Prince 2013; Henderson and Dancy 2009; Prince, Borrego, Henderson, Cutler, & Froyd 2013).
During early iterations, observation and interviews from students and instructors indicate that some of the goals of the simulation were not fully achieved due to: A) lack of preparedness, B) insufficient time to respond appropriately, C) appropriateness of roles and team structure, and D) poor communication skills.
Z-scores of kurtosis exceeded ±1.0 in teachers, job consultants and driving instructors, indicating a non-normal distribution.
Based on our pool of respondents, only a single instructor indicated a requirement for teaching alternatives to evolution in their class.
Both instructors used language that was consistent with a constructivist perspective of learning; the biology instructor often referred to students "constructing their own knowledge", and several times the engineering instructor indicated that he aimed to help students "develop knowledge structures".
However, comments from the Microbial Genetics (BSCI 412) instructor indicated that he did not assume prior knowledge for most of the topics that were reported to be instructed in the General Microbiology (see Table 4, Questions 4, 7, and 10).
The excerpt from the biology instructor indicates how she sees scaffolding from the GIW tool as necessary to provide students "a structure to follow," while the engineering instructor describes the role of each tool to progressively provide students "a learning unit" that created a "cohesive, weekly routine".
