From college-to-career readiness discussions to  professional networks to publications on teaching, higher education stakeholders are witnessing steadily increasing calls for evidence-based teaching. Yet what do policy makers, administrators, and faculty/academic staff mean by “evidence-based”? Lee Shulman suggests that our understanding of “evidence-based” has been too limited. Often “evidence-based” focuses on a body of published research, which Shulman identifies as Evidence 1. … Continue Reading →