PERC 2024 Abstract Detail Page
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| Abstract Title: | Gateway2STEM: Leveraging Course-Based Communities of Transformation to Affect Change |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Active and inquiry-based learning has been shown to improve student attitudes, retention, and understanding with an outsized impact on women and previously low- achieving students. Nevertheless, motivating faculty to change their teaching is often challenging and active learning is used sporadically. The Gateway2STEM project has been working to make active and inquiry-based learning the default mode of teaching in large introductory courses. The project engages faculty, graduate students, and undergraduate learning assistants in changing the culture of teaching through course-based communities of transformation (CCTs) in targeted courses within three departments (mathematics, physics, and computer science). Faculty, graduate teaching assistants, and undergraduate learning assistants receive training on active learning techniques, help to develop materials and assessments, and receive support through a network of learning communities. Using data obtained through interviews with 24 faculty members conducted from 2020-2023, this poster explores the impact of the Gateway2STEM project on introductory courses from the perspective of faculty. |
| Session Time: | Poster Session 2 |
| Poster Number: | B23 |
Author/Organizer Information | |
| Primary Contact: |
Jessica Rosenberg George Mason University |
