In early 2016, the REBUILD committee harnessed the momentum provided by REBUILD to launch a university-wide Foundational Course Initiative. In partnership with Michigan’s Center for Research on Teaching and Learning, we talked to hundreds of administrators, faculty, staff, and students representing…
The Colorado Learning Assistant (LA) Model: Launched at CU Boulder in 2003, its purpose is to increase STEM research faculty members’ awareness and involvement in evidence-based reforms and to support STEM teacher recruitment and preparation.
The CU-SEI program has had a broad array of impacts. Across the program as a whole, over 100 faculty have been impacted by the SEI, with over 90 having modified their instruction based on the SEI efforts.
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…
Brown 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.
Cornell University has initiated institution-wide changes to the core undergraduate biology curriculum to transition from traditional lecture based instruction to incorporation of active learning techniques. The first phase of this five-year transition will focus on four large introductory courses.
Cornell University is working to restructure the core course sequences for engineering and physics majors. The primary focus of this initiative is to transition from traditional lecture to more deliberate pedagogical approaches to enhance student learning and retention.
Cornell University is undertaking campus-wide and discipline-specific initiatives to provide graduate students and postdoctoral scholars with practical experience in planning for, stimulating, and assessing undergraduate learning with lunchtime workshops and targeted events on developing assessment…
The purpose of the Graduate Research and Teaching Fellows Program at Cornell University is to provide graduate students considering academic positions in higher education with advanced teaching and professional development opportunities to become excellent teachers.
As 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.