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In 2014, the University of Michigan launched an NSF-funded program to reinvent introductory teaching and learning in the core STEM disciplines. REBUILD (Researching Evidence-Based Undergraduate Instructional and Learning Developments) aimed to promote recruitment, retention, and academic…
Pedagogy | Scaffolding | Cultural Change | Articulated Learning Goals | Educational Practices | Assessments | Access | Faculty Professional Development | Technology | Data | Facilities | Leadership Commitment | Establish Strong Measures of Teaching Excellence | Align Incentives with the Expectation of Teaching ExcellenceBrown University focuses on improving the mathematical competency among STEM majors by seeking to introduce evidence-based, high impact practices in first and second year STEM courses. The goal, reducing attrition from science and improving students’ identification with science as a career.
Pedagogy | Scaffolding | Cultural Change | Articulated Learning Goals | Educational Practices | Assessments | Faculty Professional Development | Facilities | Leadership Commitment | Align Incentives with the Expectation of Teaching Excellence | Establish Strong Measures of Teaching ExcellenceAs a response to the findings of an institutional assessment, Duke university has a three-pronged, overlapping approach to enhancing the success of incoming Duke students who have traditionally struggled the most in the STEM curriculum.
Pedagogy | Scaffolding | Cultural Change | Articulated Learning Goals | Educational Practices | Assessments | Access | Faculty Professional Development | Technology | Data | Facilities | Leadership Commitment | Establish Strong Measures of Teaching Excellence | Align Incentives with the Expectation of Teaching ExcellenceThe Center for Innovative Teaching and Learning (CITL) at Indiana University Bloomington provides leadership and expertise to enable innovation in curricula, implementation of powerful technologies and pedagogies in and beyond the classroom, and student engagement with learning resources and…
Scaffolding | Cultural Change | Faculty Professional Development | Technology | Data | Establish Strong Measures of Teaching ExcellenceMichigan State University is instituting reform of the gateway courses in biology, physics, and chemistry with an ultimate goal to design and implementation of a set of coherent gateway courses where students learn how to engage with the core ideas of the discipline in scientifically plausible ways.
Pedagogy | Scaffolding | Cultural Change | Articulated Learning Goals | Educational Practices | Assessments | Faculty Professional Development | Data | Leadership Commitment | Establish Strong Measures of Teaching ExcellenceThe Alan Alda Center for Communicating Science at Stony Brook University began a pilot program to develop the communication skills of graduate Teaching Assistants. The goal was to improve undergraduates’ experience in a gateway course, with the long-term goal of bolstering retention of students in…
Pedagogy | Cultural Change | Educational Practices | Faculty Professional Development | Leadership CommitmentThe UA AAU Undergraduate STEM Education Project has three primary goals: Redesign courses in five disciplines to include more evidence-based strategies, shift the culture at UA toward greater emphasis on collaborative active-learning pedagogies, and explore and develop Collaborative Learning Spaces…
Pedagogy | Scaffolding | Cultural Change | Educational Practices | Faculty Professional Development | Leadership CommitmentAs a direct result of the AAU STEM Initiative, we have implemented numerous professional development activities for our faculty. Professional development is being implemented in a multi-pronged fashion, and includes observation and feedback for faculty, and multiple professional development…
Pedagogy | Scaffolding | Educational Practices | Assessments | Faculty Professional DevelopmentThe University of North Carolina have hired eight STEM lecturers trained in evidence-based teaching methods to reduce class sizes.
Pedagogy | Educational Practices | Faculty Professional DevelopmentThe 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.
Pedagogy | Scaffolding | Cultural Change | Articulated Learning Goals | Educational Practices | Assessments | Access | Faculty Professional Development | Data | Establish Strong Measures of Teaching Excellence | Align Incentives with the Expectation of Teaching Excellence