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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.
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.
As a direct result of the AAU STEM Initiative, we have implemented numerous professional development activities for our faculty. Professional development is being implemented in a multi-pronged fashion, and includes observation and feedback for faculty, and multiple professional development activities including multi-day summer institutes, a mentoring program, a community of practice, and a speaker series.
The primary focus is to implement and evaluate our multiple-strategy approach for incorporating active learning into lower-level STEM courses. The multiple-strategies approach allows instructors flexibility in integrating active learning into a framework that meshes with their approach to teaching and with the demands of their discipline and the academic department with which the instructor is affiliated.
UVA's upper level Biochemistry Laboratory course has been designed to ensure that all students graduating from the Chemistry department with a Biochemistry specialization have had research experience.
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.
The University of North Carolina have hired eight STEM lecturers trained in evidence-based teaching methods to reduce class sizes.
The University of North Carolina at Chapel Hill is creating a support framework to facilitate the implementation of evidence-based teaching practices in large courses that have traditionally been taught by the lecture method.
The University of Missouri offers a variety of undergraduate research programs to allow students to explore the unknown through hands-on work with faculty mentors and hopefully increase the number of students who pursue STEM fields.