Using BeSocratic, a Free-form, Interactive System, to Investigate the Development of Representational Competence in introductory chemistry, evolutionary, and molecular biology courses.

Research Based Video for Teaching Undergraduate ProofWe have developed an online video-library of more than 40 edited videos, each of 5 to 10 minutes in length, of college mathematics students determining the truth of new mathematical statements given to them, and then trying to prove their conjectures are true.In this presentation, we will show and discuss one of these videos. We will then discuss how students taking an introductory proof course are impacted by watching videos and the changes that occur in their professors' pedagogical techniques are generally students taking an introduction-to-proof course. In particular, these students increase both their problem solving skills and their writing and communication abilities, resulting in better trained and more productive mathematicians and computer scientists.

Virtual Biology Lab 2.0: improving and implementing an inquiry-based educational resource

Sequencing of In-Class and Out-of-Class Learning for Undergraduate Students to Gain Authentic Experience with the Research Process

University Maker Spaces: Discovery, Optimization and Measurement of Impacts

Broadening pathways to geosciences with an integrated program at the University of Michigan


Target Discipline


Name
Gregory Dick

Institution
University of Michigan

Email Address

Project No.
1540589

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NSF TUES Grant: A Collaborative, Multi-Campus Program to Enhance STEM Learning in Energy Science, Technology and Policy We report on the results of an NSF TUES grant to support the interaction of six public and private campuses (four four-year institutions and two community colleges) to develop curricula and programs in energy science, technology and policy. The programs developed under this project leverage resources at all the campuses to provide students with coursework intended to enhance their understanding of basic scientific concepts related to energy production, distribution and use, and introduce them to basic engineering fundamentals in sustainable energy. The multi-disciplinary program trains the students in a systems-based approach to energy technology, and enhance their understanding of how to analyze energy policy decisions (including the impact of technical, economic and regulatory factors). Several online and hybrid courses have been developed as part of this project to allow for enhanced cross-registration between campuses. Overall, courses developed or selected for the program introduce students to emergent energy technologies (including the smart grid and infrastructure systems of the future), probabilistic risk assessment, and the dynamics of various energy markets, including understanding changing energy needs on a local to a global scale. Data from surveys, combined with evidence from student portfolios and feedback from stakeholders, are presented to show how students in the programs gain in their understanding of key concepts and how associated experiential activities, including internships, research experiences and exposure to real-world case studies, enhance authenticity in energy education and prepare students to meet the challenges of creating and using emerging technological solutions to energy needs.

Creating College-High School Partnerships to Assess the Prevalence of Antibiotic-Resistant Microbes in the Environment

Machias Initiative for Science and Technology (MIST) to Transform Transition and First-Year STEM Experiences at the University of Maine at Machias