Changing the Teaching Culture in Introductory STEM Courses at a Large Research University

References

• Adams, G. M., & Lisy, J. M. (2007). The chemistry merit program: Reaching, teaching, and retaining students in the chemical sciences. Journal of Chemical Education, 84, 721-726.
   Web of Science ®Google Scholar
• Beach, A., Henderson, C., & Finkelstein, N. (2012). Facilitating change in undergraduate STEM education: Implications from an analytic review of literature. Change: The Magazine of Higher Learning, 44(6), 52-59.
   Google Scholar
• Brownell, S., & Tanner, K. (2012). Barriers to faculty pedagogical change: Lack of training, time, incentives, and tensions with professional identity. CBE—Life Sciences Education, 11, 339-346.
   PubMed Web of Science ®Google Scholar
• Essick, R., Silva Sohn, M., West, M., Mercier, E., & Herman, G. L. (2016). Scaling-up collaborative learning for large introductory courses using active learning spaces, TA training, and computerized team management. In Proceedings of the 2016 American Society for Engineering Education Annual Conference and Exposition (Paper ID #17099).
   Google Scholar
• Finelli, C. J., & Millunchick, J. M. (2013, June). The teaching circle for large engineering courses: Clearing the activation barrier. Paper presented at the 120th American Society for Engineering Education Annual Conference & Exposition, Atlanta, GA.
   Google Scholar
• Finelli, C. J., Richardson, K. M., & Daly, S. (2013, June). Factors that influence faculty motivation of effective teaching practices in engineering. Paper presented at the 120th American Society for Engineering Education Annual Conference & Exposition, Atlanta, GA.
   Google Scholar
• Freeman, S., Eddy, S. L., McDnough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, USA, 111, 8410-8415.
   PubMed Web of Science ®Google Scholar
• Fullilove, R. E., & Treisman, P U. (1990). Mathematics achievement among African American undergraduates at the University of California, Berkeley: An evaluation of the mathematics workshop program. The Journal of Negro Education, 59, 463-478.
   Google Scholar
• Gladding, G., Gutmann, B., Schroeder, N., & Stelzer, T. (2015). Clinical study of student learning using mastery style versus immediate feedback online activities. Physical Review Special Topics—Physics Education Research, 11(1), 010114.
   Google Scholar
• Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P, Chang, A., DeHaan, R., … Wood, W. B. (2004). Scientific teaching. Science, 304(5670), 521-522.
   PubMed Web of Science ®Google Scholar
• Hasweh, M. Z. (1996). Effects of science teachers’ epistemological beliefs in teaching. Journal of Research in Science Teaching, 33, 47-64.
   Web of Science ®Google Scholar
• Heller, P, & Hollabaugh, M. (1992). Teaching problem solving through cooperative grouping. Part 2: Designing problems and structuring groups. American Journal of Physics, 60, 637-644.
   Web of Science ®Google Scholar
• Heller, P., Keith, R., & Anderson, S. (1992). Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving. American Journal of Physics, 60, 627-636.
   Web of Science ®Google Scholar
• Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48, 952-984.
   Web of Science ®Google Scholar
• Henderson, C., & Dancy, M. (2007). Barriers to the use of researchbased instructional strategies: The influence of both individual and situational characteristics. Physical Review Special Topics—Physics Education Research, 3(2), 020102.
   Web of Science ®Google Scholar
• Henderson, C., & Dancy, M. (2009). The impact of physics education research on the teaching of introductory physics in the United States. Physical Review Special Topics—Physics Education Research, 5(2), 020107.
   Web of Science ®Google Scholar
• Hoffman, M., Richmond, J., Morrow, J., & Salomone, K. (2002). Investigating “sense of belonging” in first-year college students. Journal of College Student Retention: Research, Theory and Practice, 4, 227-256.
   Google Scholar
• Keys, C. W., & Bryan, L. A. (2001). Coconstructing inquiry-based science with teachers: Essential research for lasting reform. Journal of Research in Science Teaching, 38, 631-645.
   Web of Science ®Google Scholar
• Kononov, A., Bellon, P., Bretl, T., Ferguson, A. L., Herman, G. L., Killian, K. A., … West, M. (2017). Computational curriculum for MatSE undergraduates. In Proceedings of the 2017 American Society for Engineering Education Annual Conference and Exposition.
   Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
   Google Scholar
• Luft, J. A., & Roehrig, G. H. (2007). Capturing science teachers’ epistemological beliefs: The development of the teacher beliefs interview. Electronic Journal of Science Education, 11(2), 38-63.
   Google Scholar
• Mansbach, R., Ferguson, A., Killian, K., Krogstadt, J., Leal, C., Schleife, A., … Herman, G. L. (2016). Reforming an undergraduate materials science curriculum with computational modules. Journal of Materials Education, 38(3-4), 161-174.
   Web of Science ®Google Scholar
• Minin, S., Varodayan, D., Schmitz, C., Faulkner, B., & Herman, G. L. (2016). Minority merit: Improving retention with cooperative learning in a first-year electronics course. In Proceedings of the 46th ASEE/IEEE Frontiers in Education Conference.
   Google Scholar
• Siddiqui, J. A., & Adams, R. (2013, June). The challenge of change in engineering education: Is it the diffusion of innovations or transformative learning? Paper presented at the 120th American Society for Engineering Education Annual Conference & Exposition, Atlanta, GA.
   Google Scholar
• Smith, M. K., Jones, F. H., Gilbert, S. L., & Wieman, C. E. (2013). The Classroom Observation Protocol for Undergraduate STEM (COPUS): A new instrument to characterize university STEM classroom practices. CBE—Life Sciences Education, 12, 618-627.
   PubMed Web of Science ®Google Scholar
• Tsai, C. (2002). Nested epistemologies: Science teachers’ beliefs of teaching, learning, and science. International Journal of Science Education, 24, 771-783.
   Web of Science ®Google Scholar
• Villachia, S. W., Marker, A. W., Plumlee, D., Huglin, L., & Chegash, A. (2013, June). The arrows in our backs: Lessons learned trying to change the engineering curriculum. Paper presented at the 120th American Society for Engineering Education Annual Conference & Exposition, Atlanta, GA.
   Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, England: Cambridge University Press.
   Google Scholar
• Wenger, E., McDermott, R., & Snyder, W. M. (2002). Cultivating communities of practice. Cambridge, MA: Harvard Business Press.
   Google Scholar
• West, M., & Herman, G. L. (2015). Mapping the spread of collaborative learning methods in gateway STEM courses via communities of practice. In Proceedings of the 2015 American Society for Engineering Education Annual Conference and Exposition (pp. 26.1132.1-26.1132.11).
   Google Scholar
• West, M., Herman, G. L., & Zilles, C. (2015). PrairieLearn: Masterybased online problem solving with adaptive scoring and recommendations driven by machine learning. In Proceedings of the 2015 American Society for Engineering Education Annual Conference and Exposition (pp. 26.1238.126.1238.14).
   Google Scholar
• West, M., Silva Sohn, M., & Herman, G. L. (2015). Randomized exams for large STEM courses spread via communities of practice. In Proceedings of the 2015 American Society for Engineering Education Annual Conference and Exposition (pp. 26.1302.1-26.1302.15).
   Google Scholar