June 14, 2015
June 14, 2015
June 17, 2015
Educational Research and Methods
26.586.1 - 26.586.17
Effectuating Evidence-based Transformative Pedagogical Approaches in STEM Foundational Courses—A Pilot StudyAbstractA critical juncture in the undergraduate STEM education pathway is the first two years ofcollege when the majority of attrition occurs because students experience many academicchallenges in gatekeeping courses. Among many factors to this failure, an important one isattributed to the lack of engaging pedagogy inside and outside classrooms. Through this NSFWIDER Program sponsored planning project, a team of faculty and administrators at AlabamaAgricultural and Mechanical University (AAMU) are implementing evidence-based instructionalpractices in foundation courses in STEM curricula. Recognizing that it is essential to implementeffective pedagogy in gateway courses where most attrition occurs, this project has conducted apilot study, which focuses on: (1) collecting baseline data about the extent to which evidence-based practices are currently being used in STEM gateway courses; (2) redesigning threefoundational gateway courses in electrical engineering, computer science and mathematics byapplying evidence-based teaching strategies—student-centered problem-based teaching(SC-PBT), example-based teaching, and just-in-time teaching (JITT); (3) incorporating classroom andlaboratory activities that require active student engagement, conceptual understanding, criticalthinking, and problem-solving; and (4) Employing model students to lead SupplementaryInstruction (SI) courses with evidence-based peer-to-peer learning strategies. The studentassessment data indicated the effectiveness of the evidence-based instructional practices, the SIpeer-to-peer learning strategies, as well as existing engagement challenges. In addition, positivefeedback is obtained from the student survey data on the redesigned courses. The broader impactof this project is twofold. First, data generated through assessment and evaluation is expected tosupport the theoretical rationale that systematic change in STEM education must include a widespectrum of stakeholders (administrators, faculty, staff, and students). Secondly, disseminationof the results of this work is expected to provide a model for institutional implementation ofevidence-based practices at colleges or universities of similar size and/or student bodydemographics as AAMU, a land-granted minority serving university.
Zhao, X. S., & Majid, F., & Montgomery, V. T., & Glenn, C. M., & Stewart, J. (2015, June), Effectuating Evidence-based Transformative Pedagogical Approaches in STEM Foundational Courses—A Pilot Study Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23924
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