Source: Journal of College Teaching and Learning, 13(2), 47.
Author(s): D’Souza, M. J., Curran, K. L., Olsen, P. E., Nwogbaga, A. P., & Stotts, S.
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.
D’Souza, M. J., Curran, K. L., Olsen, P. E., Nwogbaga, A. P., & Stotts, S. (2016). Integrative Approach for a Transformative Freshman-Level STEM Curriculum. Journal of College Teaching and Learning, 13(2), 47.