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Results 1 - 10 of 59 matches
Change theory and theory of change: what's the difference anyway?
Daniel L. Reinholz; and Tessa C. Andrews
This essay describes the connections between a theory of change and change theory and provides examples of how change theory can inform a project's theory of change.
Resource Type: Journal Article
Program Components: Institutional Systems:Strategic Planning
Active learning increases student performance in science, engineering, and mathematics
Active learning increases student performance in science, engineering, and mathematics Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary Pat Wenderoth ...
Resource Type: Journal Article
Program Components: Institutional Systems, Professional Development, Institutional Systems:Evaluating Teaching, Professional Development:Pedagogical Training
Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math
Elli J. Theobald; Mariah J. Hill; Elisa Tran; Sweta Agrawal; E. Nicole Arroyo; Shawn Behling; Nyasha Chambwe; Dianne Laboy Cintrón; Jacob D. Cooper; Gideon Dunster; Jared A. Grummer; Kelly Hennessey; Jennifer Hsiao; Nicole Iranon; Leonard Jones II; Hannah Jordt; Marlowe Keller; Melissa E. Lacey; Caitlin E. Littlefield; Alexander Lowe; Shannon Newman; Vera Okolo; Savannah Olroyd; Brandon R. Peecook; Sarah B. Pickett; David L. Slager; Itzue W. Caviedes-Solis; Kathryn E. Stanchak; Vasudha Sundaravardan; Camila Valdebenito; Claire R. Williams; Kaitlin Zinsli; and Scott Freeman
This study is a comprehensive meta-analysis of research on the influence of active and traditional learning approaches on STEM course outcomes (exam scores and course failure rates) for underrepresented students. Time-intensive active learning experiences contributed to reduced achievement gaps in exam scores and pass rates. Researchers concluded that deliberate active-learning course designs and inclusive teaching contribute to increasing equity in STEM. Although this study does not discuss cost-benefits, it affirms the value of investing in pedagogical enhancements to increase student retention and success. In this case, the benefits are continuous tuition revenue through student retention and the moral imperative of reducing equity gaps.
Resource Type: Journal Article
Program Components: Professional Development:Diversity/Inclusion, Institutional Systems:Strategic Planning, Supporting Students:Student Engagement, Professional Development:Curriculum Development
Benefit–Cost Analysis of Undergraduate Education Programs: An Example Analysis of the Freshman Research Initiative
Rebecca L. Walcott; Phaedra S. Corso; Stacia E. Rodenbusch; and Erin L. Dolan
The authors comprehensively describe how to conduct a cost-benefit analysis of an undergraduate education program, using a detailed real-life example to illustrate the process. Principal conclusion: the university's investment in Freshman Research Initiative generates a positive return for students in the form of increased future earning potential (p. 1).
Resource Type: Journal Article
Program Components: Professional Development:Course Evaluation, Institutional Systems:Evaluating Teaching, Strategic Planning
Three levels of chemistry educational research
Three levels of chemistry educational research In this editorial, the author provides a three-category typology of submissions received by the journal, based on the extent to which the submission is specifically ...
Resource Type: Journal Article
Shaping the Future of Higher Education: Practical, Community-Driven Initiatives to Improve Academic Climate
In this Editorial, we present the history and details of a collaborative effort to improve the academic climate of the Department of Chemistry at University of California, Berkeley.
Resource Type: Journal Article
Program Components: Outreach:Policy Change, Supporting Students:Academic Support, Institutional Systems:Evaluating Promotion and Tenure, Incentive/Reward Systems, Professional Development:Cultural Competency, Diversity/Inclusion, Advising and Mentoring, Institutional Systems:Strategic Planning, Supporting Students:Learning Communities, Institutional Systems:Interdepartmental Collaboration, Supporting Students:Student Engagement, Institutional Systems:Degree Program Development
Accelerating change: The power of faculty change agents to promote diversity and inclusive teaching practices
R. Heather Macdonald, College of William and Mary; Rachel Beane, Bowdoin College; Eric Baer, Highline College; Pamela Eddy, College of William and Mary; Norlene Emerson, University of Wisconsin-Richland; Jan Hodder; University of Oregon; Ellen Iverson, Carleton College; John McDaris, Carleton College; Kristin O'Connell, Carleton College; Carol Ormand, Carleton College
This article about preparing faculty to act as change agents to support diversity and inclusion is applicable to both two-year colleges and a larger audience.
Resource Type: Journal Article
Program Components: Institutional Systems:Strategic Planning, Incentive/Reward Systems, Professional Development:Diversity/Inclusion
Four frames for systemic change in STEM departments
× Four frames for systemic change in STEM departments Aimed specifically at change agents operating at the department level, this short article outlines four areas that change agents should focus on -- ...
Resource Type: Journal Article
Program Components: Institutional Systems:Interdepartmental Collaboration, Degree Program Development, Outreach:Policy Change, Institutional Systems:Strategic Planning
Misalignments: Challenges in Cultivating Science Faculty with Education Specialties in Your Department
Misalignments: Challenges in Cultivating Science Faculty with Education Specialties in Your Department This paper describes the role and potential contributions of science faculty with education specialties within ...
Resource Type: Journal Article
Program Components: Professional Development:Curriculum Development, Institutional Systems:Personnel/Hiring, Evaluating Teaching, Outreach:Policy Change, Professional Development:Pedagogical Training, Institutional Systems:Interdepartmental Collaboration, Strategic Planning
What Is the Potential for Applying Cost-Utility Analysis to Facilitate Evidence-Based Decision Making in Schools?
Fiona Hollands; Yilin Pan; Maya Escueta
The authors investigated the feasibility of applying a decision-making framework based on cost-utility analysis to facilitate decision-making. A key challenge was guiding decision makers to find suitable evidence.
Resource Type: Journal Article
Program Components: Institutional Systems:Strategic Planning