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 focus of the Colonel Robinson Scholars is to attract top STEM applicants to UNC and supporting them for their four years with programming, mentorship, and financial needs.
The University of North Carolina have hired eight STEM lecturers trained in evidence-based teaching methods to reduce class sizes.
Biology | The University of North Carolina at Chapel Hill | Chemistry | Pedagogy | Faculty Professional Development | Educational Practices | Math | Physics
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.
Biology | The University of North Carolina at Chapel Hill | Chemistry | Pedagogy | Faculty Professional Development | Leadership Commitment | Educational Practices | Physics | 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
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.
Access | Biology | University of Missouri, Columbia | Chemistry | Pedagogy | Educational Practices | Physics | Other Science/Interdisciplinary
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’s geology field camp helps create the most effective undergraduate learning: active, cooperative, and demanding.
University of Missouri, Columbia | Pedagogy | Educational Practices | Other Science/Interdisciplinary
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