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The University of North Carolina have hired eight STEM lecturers trained in evidence-based teaching methods to reduce class sizes.
Pedagogy | Educational Practices | Faculty Professional DevelopmentUniversity 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.
Pedagogy | Scaffolding | Articulated Learning Goals | Educational Practices | Assessments | Faculty Professional DevelopmentA 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.
Pedagogy | Articulated Learning Goals | Educational Practices | Assessments | AccessThe 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.
Pedagogy | Educational Practices | AccessThe 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…
Pedagogy | Scaffolding | Cultural Change | Articulated Learning Goals | Educational Practices | Assessments | Access | Faculty Professional Development | Technology | Data | Facilities | Leadership CommitmentThe 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 ExcellenceTo 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.
Pedagogy | Scaffolding | Articulated Learning Goals | Educational Practices | Assessments | Faculty Professional Development | Technology | Leadership Commitment | Establish Strong Measures of Teaching ExcellenceThe 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…
Pedagogy | Scaffolding | Educational Practices | Assessments | Faculty Professional Development | DataOur project aims to increase undergraduate persistence in the sciences through introductory laboratory courses in which students perform real research experiments and analyze and report their results. They will take part in scientific process and join our department's scientific community early on…
Pedagogy | Educational Practices | Assessments | Access | Faculty Professional Development | Establish Strong Measures of Teaching ExcellenceFirst-Year Interest Groups (FIGs) are designed to help first-year students make the transition to UW-Madison, both academically and socially. A FIG is a "learning community" of about 20 students with similar interests who are enrolled in a cluster of classes together.
Pedagogy | Educational Practices | Leadership Commitment