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ERIC Number: ED440977
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 103
Abstractor: N/A
Reference Count: N/A
Integrating Student-Centered Teaching Methods into the First Year SMET Curriculum: The University of Hartford Model for Institution-Wide Reform. Summative Evaluation.
Curriculum Research and Evaluation, Chaplin, CT.
In 1998, the Institution-Wide Reform project at the University of Hartford (Connecticut) was evaluated. The main focus of the project was the improvement of teaching and learning in the science, mathematics, engineering, and technology (SMET) disciplines for freshmen. Documentation from various sources indicated that the program accomplished its goals at a reasonably high level. Participating faculty and administrators, who were interviewed by the principal evaluator, gave high marks for the project's design and implementation. Through workshops, seminars, and networking, faculty received professional development focused on the innovative teaching methods, including problem solving, collaboration, multiple intelligences, real world applications, and technology use. The faculty reported significant changes in student enrollment patterns (a preference by students to take courses from faculty members participating in the initiative) and increases in course retention rates. Faculty also reported a generally favorable impression among students in regards to innovative materials and methods. Faculty and administrators indicated that they valued the increased collaboration with colleagues. Recommendations are made to refine the elements necessary for systemic change. (Contains 36 graphs.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Curriculum Research and Evaluation, Chaplin, CT.