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The Helmsley Charitable Trust supports four Helmsley Postdoctoral Teaching Scholars at Yale University, two in physics and two in math. The Helmsley Scholars pioneer innovative teaching approaches in their respective Yale departments as well as at area partner institutions, employing the use of…
Pedagogy | Educational Practices | Scaffolding | Faculty Professional DevelopmentThe "Being Human in STEM” project started as a class in fall 2016, adopting the same format as a course from Amherst College by Dr. Sheila Jaswal. The project will help establish a dialogue between STEM students and faculty, while working together to improve the accessibility and inclusivity of…
Pedagogy | Access | Scaffolding | Faculty Professional DevelopmentYale’s Center for Teaching and Learning (CTL) promotes equitable and engaged teaching throughout the University, and supports students across the curriculum as they take ownership of their learning. As part of the CTL’s mission, it encourages innovation and enhancement in teaching and learning…
Pedagogy | Access | Educational Practices | Scaffolding | Faculty Professional Development | TechnologyUVA's Nucleus program is designed to help faculty improve STEM education in large enrollment, introductory-level courses using research-based pedagogies and assessment—and to help faculty and departments sustain improvements.
Scaffolding | Faculty Professional DevelopmentThe Authentic Learning Initiative is designed to engage faculty conversations around the topic of authentic learning and assessment. By creating learning environments using authentic contexts that ensure assessment truly measures whether students can use their knowledge effectively and…
Scaffolding | Faculty Professional DevelopmentThe University of Virginia has converted several current classrooms into active learning spaces and are planning renovations to the Chemistry and Biology buildings incorporating significantly more active learning spaces.
Scaffolding | TechnologyUniversity 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 DevelopmentThe 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 Excellence