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ERIC Number: EJ1095765
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1544-0389
EISSN: N/A
Integrative Approach for a Transformative Freshman-Level STEM Curriculum
D'Souza, Malcolm J.; Curran, Kathleen L.; Olsen, Paul E.; Nwogbaga, Agashi P.; Stotts, Stephanie
Journal of College Teaching & Learning, v13 n2 p47-64 2016
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.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Institute of General Medical Sciences (NIH//DHHS); National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Delaware
Grant or Contract Numbers: P20GM103446; IIA1301765; NSFARIR20960503; NSFDUE1355554