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An assessment of STEM faculty involvement in reform of introductory college courses

Abstract

"Twin strategies of Institutes on the Teaching and Learning of Science and Mathematics and support for faculty through mini-grants are shown to be effective in stimulating college science and mathematics faculty to modify their introductory courses to include more active learning strategies. The institutes were designed to provide faculty who are normally not familiar with the literature with an opportunity to learn about how students learn. Mini-grants provide faculty with incentives to become involved. The strategies are sustainable and spread beyond those faculty initially involved in the initiative."

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