TRESTLE is a 7-institution NSF-funded project to support improvements in undergraduate STEM education through (1) supporting course design projects, (2) enhancing educational expertise in departments, and (3) building communities within and across campuses to enhance the impact of local experts.
University of Colorado Boulder | Establish Strong Measures of Teaching Excellence | Pedagogy | Faculty Professional Development | 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
As a direct result of the AAU STEM Initiative, we have substantial evidence of institutional change occurring at Washington University. This includes the funding of a new initiative to continue increasing adoption of evidence-based pedagogies in STEM, as well as expansion and adoption of programs begun by the AAU Initiative.
Biology | Washington University in St. Louis | Chemistry | Establish Strong Measures of Teaching Excellence | Engineering | Physics | Other Science/Interdisciplinary | 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
Our project aims to increase undergraduate persistence in the sciences through introductory laboratory courses in which students perform real research experiments and analyze and report their results. They will take part in scientific process and join our department's scientific community early on in their biology careers at the University of Pittsburgh.
Access | Biology | University of Pittsburgh | Establish Strong Measures of Teaching Excellence | Pedagogy | Assessments | Faculty Professional Development | Educational Practices
To improve learning, the Swanson School of Engineering at the University of Pittsburgh is introducing a flipped, or inverted, classroom model in which direct learning (lecture) takes place outside of class, while class time is used for active learning.
University of Pittsburgh | Articulated Learning Goals | Establish Strong Measures of Teaching Excellence | Pedagogy | Technology | Assessments | Engineering | Faculty Professional Development | Leadership Commitment | 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 Sandra K. Abell Conversations about College Science Teaching are monthly meetings intended to spark discussion about different approaches to science teaching and encourage interdisciplinary conversations among faculty and graduate students in STEM disciplines at the University of Missouri.
University of Missouri, Columbia | Articulated Learning Goals | Establish Strong Measures of Teaching Excellence | Pedagogy | Faculty Professional Development | Educational Practices | All | Scaffolding | Cultural Change
University of Missouri's A TIME for PHYSICS FIRST is part of an organized movement to reverse the typical sequence of courses so that physics is taught in ninth grade. The project prepares Missouri's 9th grade science teachers to become intellectual leaders as they learn to teach a yearlong freshman physics course.
University of Missouri, Columbia | Establish Strong Measures of Teaching Excellence | Pedagogy | Educational Practices | Physics | Cultural Change
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