Integrative Approach for a Transformative Freshman-Level STEM Curriculum

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 compreh...

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Veröffentlicht in:Journal of college teaching and learning 2016-01, Vol.13 (2), p.47-64
Hauptverfasser: D'Souza, Malcolm J, Curran, Kathleen L, Olsen, Paul E, Nwogbaga, Agashi P, Stotts, Stephanie
Format: Artikel
Sprache:eng
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Zusammenfassung: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.
ISSN:1544-0389
2157-894X
DOI:10.19030/tlc.v13i2.9632