By creating coordinated partnerships among 2-year colleges and the 4-year research universities in Colorado, we will create pathways that increase the number of students, and the quality of their preparation, from historically underrepresented populations in the STEM fields (including students of
Access | University of Colorado Boulder | Articulated Learning Goals | Pedagogy | Faculty Professional Development | All | Scaffolding
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 excellence in STEM disciplines by catalyzing the use of evidence-based teaching methods and learning analytics. Toward this end, REBUILD faculty and postdocs led reform efforts in traditionally lecture-based, high-enrollment courses and labs in Astronomy, Biology, Chemistry, Math, and Physics.
Access | Align Incentives with the Expectation of Teaching Excellence | Biology | Facilities | University of Michigan | Articulated Learning Goals | Chemistry | Establish Strong Measures of Teaching Excellence | Pedagogy | Technology | Assessments | Engineering | Faculty Professional Development | Leadership Commitment | Data | Educational Practices | Math | Physics | Scaffolding | Cultural Change
The National Center for Women and Information Technology (NCWIT) is headquartered at CU Boulder, and a non-profit organization chartered in 2004 by the National Science Foundation to increase the participation of girls and women in computing. Before NCWIT was formed, programs focusing on women and computing (K-12, post secondary, or corporate) existed mostly in isolation, without the benefit of shared best practices, effective resources, communication with others, or national reach.
Access | University of Colorado Boulder | Pedagogy | Technology | Leadership Commitment | Other Science/Interdisciplinary | Cultural Change
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 numerous schools and colleges, departments, student support programs, residential learning communities, and other units at Michigan.
Access | University of Michigan | Articulated Learning Goals | Pedagogy | Technology | Assessments | Faculty Professional Development | Leadership Commitment | Data | Educational Practices | All | Scaffolding | Cultural Change
Yale’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 through the considered use of technology.
Access | Yale University | Pedagogy | Technology | Faculty Professional Development | Educational Practices | All | Scaffolding
Yale’s Foundations Biology Course is a year-long interdepartmental biology sequence consisting of four half credit modules. The series provides an excellent interdisciplinary biology foundation for students considering careers in the biological sciences or health sciences.
The "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 STEM at Yale.
Led by Yale’s Shizuo Kakutani Lecturer in math, James Rolf, Online Experiences for Yale Scholars (ONEXYS) provides a cohort of incoming Yale students with the opportunity to prepare for the rigors of quantitative study at Yale before arriving on campus in the fall.
Freshman Scholars at Yale (FSY) provides a cohort of incoming first-year students with the opportunity to engage early-on in the Yale experience by living and studying on campus for five weeks in the summer. At no cost to the students, Freshman Scholars participate in activities, coursework, seminars, and trips designed to facilitate and enhance their transition to Yale.
The Rainforest Expedition and Laboratory course introduces undergraduates to research by providing them an opportunity to discover novel microorganisms in the Amazonian rainforest and screen them for natural products with applications for human health and the environment. The students learn about biodiversity, the process of scientific inquiry, and the open-ended possibilities available for scientific investigation.