Integrative Approach for a Transformative Freshman-Level STEM Curriculum

Autor/inn/en	D'Souza, Malcolm J.; Curran, Kathleen L.; Olsen, Paul E.; Nwogbaga, Agashi P.; Stotts, Stephanie
Titel	Integrative Approach for a Transformative Freshman-Level STEM Curriculum
Quelle	In: Journal of College Teaching & Learning, 13 (2016) 2, S.47-64 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1544-0389
Schlagwörter	College Freshmen; STEM Education; Transformative Learning; Teaching Methods; At Risk Students; Student Centered Learning; Government Role; Core Curriculum; Curriculum Development; Communities of Practice; Scholarships; Mentors; Social Support Groups; Seminars; Workshops; Leadership Training; Interdisciplinary Approach; Grades (Scholastic); Delaware + Suchen Sie Ihr Suchwort? Studienanfänger; STEM; Pädagogische Transformation; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kerncurriculum; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Community; Scholarship; Stipendium; Social support; Soziale Unterstützung; Seminar; Lernwerkstatt; Schulung; Führungslehre; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Notenspiegel
Abstract	In 2014 Wesley College adopted a unified undergraduate program of evidence-based high-impact teaching practices. Through foundation and federal and state grant support, the college completely revised its academic core curriculum and strengthened its academic support structures by including a comprehensive early alert system for at-risk students. In this core, science, technology, engineering, and mathematics (STEM) faculty developed fresh manifestations of integrated concept-based introductory courses and revised upper-division STEM courses around student-centered learning. STEM majors can participate in specifically designed paid undergraduate research experiences in directed research elective courses. Such a college-wide multi-tiered approach results in institutional cultural change. (As Provided).
Anmerkungen	Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01