Malcolm J D'Souza, Kathleen L Curran, Paul E Olsen, Agashi P Nwogbaga, Stephanie Stotts
{"title":"Integrative Approach for a Transformative Freshman-Level STEM Curriculum.","authors":"Malcolm J D'Souza, Kathleen L Curran, Paul E Olsen, Agashi P Nwogbaga, Stephanie Stotts","doi":"10.19030/tlc.v13i2.9632","DOIUrl":null,"url":null,"abstract":"<p><p>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.</p>","PeriodicalId":89968,"journal":{"name":"Journal of college teaching and learning","volume":"13 2","pages":"47-64"},"PeriodicalIF":0.0000,"publicationDate":"2016-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4824183/pdf/nihms762621.pdf","citationCount":"13","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of college teaching and learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.19030/tlc.v13i2.9632","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 13
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.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
