An Assessment of STEM Faculty Involvement in Reform of Introductory College Courses

Autor/in	Henry, Ronald J.
Titel	An Assessment of STEM Faculty Involvement in Reform of Introductory College Courses
Quelle	In: Journal of College Science Teaching, 39 (2010) 6, S.74-81 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Introductory Courses; College Science; Learning Strategies; Active Learning; College Programs; Incentives; Grants; Transformative Learning; Change Strategies; Educational Change; College Faculty; Program Effectiveness; Faculty Development; Teacher Participation + Suchen Sie Ihr Suchwort? Einführungskurs; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Aktives Lernen; Studienprogramm; Anreiz; Grant; Finanzielle Beihilfe; Pädagogische Transformation; Lösungsstrategie; Bildungsreform; Fakultät
Abstract	Twin strategies of Institutes on the Teaching and Learning of Science and Mathematics and support for faculty through minigrants are shown to be effective in stimulating college science and mathematics faculty to modify their introductory courses to include more active learning strategies. The institutes were designed to provide faculty who are normally not familiar with the literature with an opportunity to learn about how students learn. Minigrants provide faculty with incentives to become involved. The strategies are sustainable and spread beyond those faculty initially involved in the initiative. (Contains 2 tables.) (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10