The Gateway Science Workshop (GSW) is a peer-led program designed to improve performance and retention of students in introductory STEM gateway courses at the McCormick School of Engineering at Northwestern University.
Access | Align Incentives with the Expectation of Teaching Excellence | Northwestern University | Articulated Learning Goals | Establish Strong Measures of Teaching Excellence | Pedagogy | Assessments | Leadership Commitment | Educational Practices | All | Cultural Change
Emory University’s Institute for Quantitative Theory and Methods (QuanTM) new and innovative curriculum prepares students for variety of professional careers and graduate school with statistical training, fellowships, a faculty skill-building leave program, and an annual speaker series and workshops.
Align Incentives with the Expectation of Teaching Excellence | Emory University | Articulated Learning Goals | Establish Strong Measures of Teaching Excellence | Pedagogy | Technology | Faculty Professional Development | Leadership Commitment | Data | Other Science/Interdisciplinary | Scaffolding | Cultural Change
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.
Access | Align Incentives with the Expectation of Teaching Excellence | Duke University | Facilities | Articulated Learning Goals | Chemistry | Establish Strong Measures of Teaching Excellence | Pedagogy | Technology | Assessments | Faculty Professional Development | Leadership Commitment | Data | Educational Practices | Scaffolding | Cultural Change
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 skills.
Align Incentives with the Expectation of Teaching Excellence | Biology | Cornell University | Articulated Learning Goals | Establish Strong Measures of Teaching Excellence | Pedagogy | Assessments | Faculty Professional Development | Leadership Commitment | Educational Practices | Physics | Other Science/Interdisciplinary | Scaffolding | Cultural Change
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.
Align Incentives with the Expectation of Teaching Excellence | Biology | Cornell University | Articulated Learning Goals | Establish Strong Measures of Teaching Excellence | Pedagogy | Assessments | Faculty Professional Development | Educational Practices | Scaffolding | Cultural Change
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.
Align Incentives with the Expectation of Teaching Excellence | Brown University | Facilities | Articulated Learning Goals | Chemistry | Establish Strong Measures of Teaching Excellence | Pedagogy | Assessments | Faculty Professional Development | Leadership Commitment | Educational Practices | Math | Physics | Scaffolding | Cultural Change