The STEM Institutional Transformation Action Research (SITAR) Project, housed in the Center for STEM Learning, aims to improve undergraduate STEM education by professionalizing educational practice through measurement, assessment, and cultural change.
University of Colorado Boulder | Pedagogy | Faculty Professional Development | Leadership Commitment | Data | Educational Practices | All | Scaffolding | Cultural Change
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 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.
University of Colorado Boulder | Articulated Learning Goals | Pedagogy | Assessments | Faculty Professional Development | Data | Educational Practices | All | Scaffolding
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
The University of Wisconsin-Madison's (UW-Madison) Delta Program in Research, Teaching, and Learning promotes professional development in teaching for graduate students and post-docs so that they can successfully implement and advance effective teaching practices for diverse student audiences as part of their careers.
The University of Wisconsin-Madison | Establish Strong Measures of Teaching Excellence | Pedagogy | Faculty Professional Development | Leadership Commitment | Data | Educational Practices | All | Scaffolding
The 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 research.
Biology | University of Pittsburgh | Pedagogy | Assessments | Faculty Professional Development | Data | Educational Practices | Scaffolding
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
UKanTeach expands to the University of Kansas Edwards campus, bringing high-quality academic programs, research and public service to the greater Kansas City community to serve the workforce, economic and community development needs of the region.
Align Incentives with the Expectation of Teaching Excellence | The University of Kansas | Establish Strong Measures of Teaching Excellence | Technology | Faculty Professional Development | Leadership Commitment | Data | All | Scaffolding | 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