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.

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.

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.

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.

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 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.

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.

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.

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.

UKanTeach supports effective STEM learning, effective communication about STEM, supports service learning, while exploring secondary mathematics and science teaching as an option at graduation. If you wish to be a better science communicator or teach secondary (grades 6-12) math or science, then UKanTeach can help.