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Our approach to implementing a widespread change in the culture of teaching and learning in the sciences at UNC-Chapel Hill featured an individual-centered, largely emergent strategy. We focused on professional development via the support of mentor-apprentice relationships within the context of teaching reformed curricula in gateway courses.
Converging evidence concludes that certain types of teaching practices are most likely to improve student outcomes in undergraduate STEM courses. Despite efforts to document and disseminate such practices, they are still not widely adopted. This lack of adoption suggests the need for new models and approaches towards institutional change.