The 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.
Access | Align Incentives with the Expectation of Teaching Excellence | Biology | University of Pittsburgh | Articulated Learning Goals | Chemistry | Establish Strong Measures of Teaching Excellence | Pedagogy | Assessments | Faculty Professional Development | Data | Educational Practices | Math | Physics | Other Science/Interdisciplinary | Scaffolding | Cultural Change
The 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 material.
Access | Facilities | University of Pennsylvania | Articulated Learning Goals | Pedagogy | Technology | Assessments | Faculty Professional Development | Leadership Commitment | Data | Educational Practices | All | Scaffolding | Cultural Change
A 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.
Access | Biology | The University of North Carolina at Chapel Hill | Articulated Learning Goals | Chemistry | Pedagogy | Assessments | Educational Practices | Math | Physics
University 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.
The University of North Carolina at Chapel Hill | Articulated Learning Goals | Pedagogy | Assessments | Faculty Professional Development | Educational Practices | Physics | Scaffolding
The University of Missouri implemented opportunities for faculty to redesign courses to be more effective and engaging for student learning by enhancing the effective use of technology in the classroom.
Biology | University of Missouri, Columbia | Articulated Learning Goals | Establish Strong Measures of Teaching Excellence | Pedagogy | Technology | Assessments | Educational Practices | Scaffolding | Cultural Change
The Host Pathogen Concept Inventory (HPI CI) was developed as a way of measuring the effectiveness of various curricular initiatives within the University of Maryland (UMD) microbiology degree program. It is an online instrument that consists of 18 multiple-choice questions validated through an iterative process.
Biology | University of Maryland, College Park | Articulated Learning Goals | Pedagogy | Assessments
The University of Maryland's Marquee Courses addressed the national need for an appreciation and understanding of how science, technology, engineering, and mathematics can provide solutions to present and future world challenges. They are now part of the General Education Program's I-Series courses.
Access | University of Maryland, College Park | Establish Strong Measures of Teaching Excellence | Pedagogy | Assessments | Leadership Commitment | All | Cultural Change
Seeking to raise the level of STEM literacy, the UKanTeach STEM Teacher Preparation Program provided a leverage point to address STEM literacy at multiple levels of formal schooling. Since UKanTeach students are regular undergraduate STEM discipline majors it became very important that CSTEM understand the major learning outcomes as they emerged with their majors.
Access | Align Incentives with the Expectation of Teaching Excellence | Biology | Facilities | The University of Kansas | Articulated Learning Goals | Chemistry | Establish Strong Measures of Teaching Excellence | Pedagogy | Technology | Assessments | Engineering | Faculty Professional Development | Leadership Commitment | Data | Educational Practices | Math | Physics | All | Scaffolding | Cultural Change
UKanTeach supports effective STEM learning, effective communication about STEM, supports service learning, while exploring secondary mathematics and science teaching as an option at graduation. If you wish to be a better science communicator or teach secondary (grades 6-12) math or science, then UKanTeach can help.
Access | Biology | Facilities | The University of Kansas | Articulated Learning Goals | Chemistry | Establish Strong Measures of Teaching Excellence | Pedagogy | Assessments | Engineering | Faculty Professional Development | Leadership Commitment | Data | Educational Practices | Math | Physics | All | Scaffolding | Cultural Change
The University of Illinois at Urbana-Champaign’s Merit Fellows Program intention is to provide support, including financial) to students in their major and career pursuits, and create a cohort of STEM leaders within the departments of chemistry, integrative biology, and mathematics.
Biology | University of Illinois Urbana-Champaign | Articulated Learning Goals | Chemistry | Establish Strong Measures of Teaching Excellence | Pedagogy | Assessments | Leadership Commitment | Educational Practices | Math