Course Revision in Introductory STEM Courses: An Exploratory Study at an HBCU Community College

Autor/inn/en	Bray, Nathaniel J.; Johnson, Shonteria; Katsinas, Stephen G.; Shadduck, Peggy
Titel	Course Revision in Introductory STEM Courses: An Exploratory Study at an HBCU Community College
Quelle	In: Community College Journal of Research and Practice, 43 (2019) 7, S.481-493 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2018.1494062
Schlagwörter	Curriculum Development; STEM Education; Black Colleges; Community Colleges; Faculty Development; Critical Thinking; Thinking Skills; Reading Skills; Science Instruction; College Faculty; Program Effectiveness; Student Attitudes; Two Year College Students + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; STEM; Community college; Community College; Kritisches Denken; Denkfähigkeit; Reading skill; Lesefertigkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fakultät; Schülerverhalten
Abstract	This paper presents the results of an exploratory study of a professional development-based effort at one of the nation's 14 federally designated Historically Black Colleges and Universities community colleges. Course revisions included introductory courses in its Natural Sciences department. The goal was to improve students' critical-thinking and reading skills in science through faculty professional development opportunities, to improve success across all science, technology, engineering, and mathematics (STEM) curricula. This study examines faculty-selected professional development efforts combined with time release for course revision, and how it impacted students' attitudes toward science and students' critical-thinking skills. Six of the department's 11 full-time faculty instructing introductory science courses received training in WestEd's Reading Apprenticeship program and on critical-thinking skills. These faculty then revised their courses as they chose based on techniques learned during their training. A comprehensive assessment that included extensive course videos, pre- and post-tests of students' attitudes toward science the Critical Thinking Assessment Test, and focused interviews with faculty were conducted. Despite major cuts in state support, turnover of key administrators, and other challenges, improvements in student attitudes toward STEM topics and critical-thinking skills were documented as faculty expanded their teaching tool-kits. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01