share on facebookshare on twittershare on linkedin
Information
STEM Framework
close
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 Sandra K. Abell Conversations about College Science Teaching are monthly meetings intended to spark discussion about different approaches to science teaching and encourage interdisciplinary conversations among faculty and graduate students in STEM disciplines at the University of Missouri.
The University of Missouri offers a variety of undergraduate research programs to allow students to explore the unknown through hands-on work with faculty mentors and hopefully increase the number of students who pursue STEM fields.
University of Missouri's A TIME for PHYSICS FIRST is part of an organized movement to reverse the typical sequence of courses so that physics is taught in ninth grade. The project prepares Missouri's 9th grade science teachers to become intellectual leaders as they learn to teach a yearlong freshman physics course.
The University of Missouri implemented opportunities for faculty to redesign courses to be more effective and engaging for student learning by enhancing the effective use of technology in the classroom.
The University of Maryland's Terrapin Teachers is an innovative program designed to address the need for more science and math teachers by preparing future teachers who are truly grounded in their disciplines and can effectively communicate not only the subject material, but also the excitement of discovery.
The Host Pathogen Concept Inventory (HPI CI) was developed as a way of measuring the effectiveness of various curricular initiatives within the University of Maryland (UMD) microbiology degree program. It is an online instrument that consists of 18 multiple-choice questions validated through an iterative process.
The University of Maryland's Marquee Courses addressed the national need for an appreciation and understanding of how science, technology, engineering, and mathematics can provide solutions to present and future world challenges. They are now part of the General Education Program's I-Series courses.
UKanTeach expands to the University of Kansas Edwards campus, bringing high-quality academic programs, research and public service to the greater Kansas City community to serve the workforce, economic and community development needs of the region.
Seeking to raise the level of STEM literacy, the UKanTeach STEM Teacher Preparation Program provided a leverage point to address STEM literacy at multiple levels of formal schooling. Since UKanTeach students are regular undergraduate STEM discipline majors it became very important that CSTEM understand the major learning outcomes as they emerged with their majors.
