A growing body of evidence had demonstrated that increased student exposure and commitment to evidence-based teaching (EBT) leads to improved academic performance, greater persistence, and higher buy-in to instructional methods. Despite the increasing number of teaching development opportunities available to STEM instructors, which often encourage the use of EBT, implementation is still highly variable across instructors. The frequency with which students are exposed to EBT across multiple courses in a department or university has not been studied in relation to students' success in a given course or their ultimate persistence in STEM. This study shows that there is a cumulative benefit of exposure to EBT across multiple courses. Students who are frequently exposed to EBT also find these practices to be more valuable and report a higher intention to persist in STEM. If students demonstrate higher commitment after multiple EBT exposures, this may increase the likelihood that faculty will incorporate these teaching practices into their courses. The findings are useful for instructors, faculty, department chairs, and administrators who are attempting to support a more unified, evidence-based approach to teaching in their department or institution.