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STEM Framework
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The framework provides a set of key institutional elements that need to be addressed in order to bring about sustainable change. The framework is intended to be a living resources that showcases innovative institutional efforts that are already being conducted by universities to implement elements of the framework.
Showcased below are institutional efforts mapped to the elements of the framework. As institutions move to improve their usage of evidence-based teaching practices, AAU hopes these examples will serve as a resource for all colleges and universities working to improve undergraduate teaching and learning in STEM.
AAU institutions provided the reform efforts listed below. AAU has not evaluated these reforms and encourages you to contact the institution directly to learn more about the reform efforts.
The University of Pittsburgh's SEA-PHAGES program is a national, two-semester, discovery-based undergraduate research course that aims to increase undergraduate interest and retention in the biological sciences through immediate (freshman-year) immersion in authentic, valuable, yet accessible research.
To improve learning, the Swanson School of Engineering at the University of Pittsburgh is introducing a flipped, or inverted, classroom model in which direct learning (lecture) takes place outside of class, while class time is used for active learning.
The University of Pittsburgh's Discipline-Based Science Education Research Center (dB-SERC) promotes and supports evidence-based teaching practices which bridge the gap between teaching and learning.
The University of Pennsylvania is supporting faculty in making use of Structured, Active, In-class Learning (SAIL) in their teaching. SAIL classes begin with the related premises that students benefit from learning by doing and that class time should be used to help students learn to work with material.
The Science and Math Achievement and Resourcefulness Track (SMART) supports undergraduate research, scientific communication, peer mentoring and preparation for graduate school in science, technology, engineering or mathematics by providing a mentored research experience in a lab at UNC-Chapel Hill.
A partnership between the University of North Carolina at Chapel Hill and the University of Maryland Baltimore County goal is to produce a dramatic increase in the number of high achieving under-represented undergraduate students in science that attain advanced STEM degrees.
University of North Carolina formed a partnership between their Physics & Astronomy and Biology Departments to create a new learning environment incorporating methodology validated by research in science education.
The focus of the Colonel Robinson Scholars is to attract top STEM applicants to UNC and supporting them for their four years with programming, mentorship, and financial needs.
The University of North Carolina at Chapel Hill is creating a support framework to facilitate the implementation of evidence-based teaching practices in large courses that have traditionally been taught by the lecture method.
