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Awareness, Analysis, and Action: Curricular Alignment for Student Success in General Chemistry
[Image: see text] This article examines the ways that a shared faculty experience across five partner institutions led to a deep awareness of the curriculum and pedagogy of general chemistry coursework, and ultimately, to a collaborative action plan for student success. The team identified key diffe...
Autores principales: | , , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Chemical
Society and Division
of Chemical Education, Inc.
2018
|
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5897015/ https://www.ncbi.nlm.nih.gov/pubmed/29657334 http://dx.doi.org/10.1021/acs.jchemed.7b00564 |
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author | Jewett, Sarah Sutphin, Kathy Gierasch, Tiffany Hamilton, Pauline Lilly, Kathleen Miller, Kristine Newlin, Donald Pires, Richard Sherer, Maureen LaCourse, William R. |
author_facet | Jewett, Sarah Sutphin, Kathy Gierasch, Tiffany Hamilton, Pauline Lilly, Kathleen Miller, Kristine Newlin, Donald Pires, Richard Sherer, Maureen LaCourse, William R. |
author_sort | Jewett, Sarah |
collection | PubMed |
description | [Image: see text] This article examines the ways that a shared faculty experience across five partner institutions led to a deep awareness of the curriculum and pedagogy of general chemistry coursework, and ultimately, to a collaborative action plan for student success. The team identified key differences and similarities in course content and instructional experiences. The comparative analysis yielded many more similarities than differences, and therefore, the team shifted its focus from “gap analysis” to an exploration of common curricular challenges. To address these challenges, the team developed content for targeted instructional resources that promoted the success of all STEM students across institutions. This article contextualizes the interinstitutional collaboration and closely examines the interactive components (awareness, analysis, and action), critical tools, and productive attitudes that undergirded the curricular alignment process of the STEM Transfer Student Success Initiative (t-STEM). |
format | Online Article Text |
id | pubmed-5897015 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | American Chemical
Society and Division
of Chemical Education, Inc. |
record_format | MEDLINE/PubMed |
spelling | pubmed-58970152018-04-13 Awareness, Analysis, and Action: Curricular Alignment for Student Success in General Chemistry Jewett, Sarah Sutphin, Kathy Gierasch, Tiffany Hamilton, Pauline Lilly, Kathleen Miller, Kristine Newlin, Donald Pires, Richard Sherer, Maureen LaCourse, William R. J Chem Educ [Image: see text] This article examines the ways that a shared faculty experience across five partner institutions led to a deep awareness of the curriculum and pedagogy of general chemistry coursework, and ultimately, to a collaborative action plan for student success. The team identified key differences and similarities in course content and instructional experiences. The comparative analysis yielded many more similarities than differences, and therefore, the team shifted its focus from “gap analysis” to an exploration of common curricular challenges. To address these challenges, the team developed content for targeted instructional resources that promoted the success of all STEM students across institutions. This article contextualizes the interinstitutional collaboration and closely examines the interactive components (awareness, analysis, and action), critical tools, and productive attitudes that undergirded the curricular alignment process of the STEM Transfer Student Success Initiative (t-STEM). American Chemical Society and Division of Chemical Education, Inc. 2018-01-23 2018-02-13 /pmc/articles/PMC5897015/ /pubmed/29657334 http://dx.doi.org/10.1021/acs.jchemed.7b00564 Text en Copyright © 2018 American Chemical Society and Division of Chemical Education, Inc. This is an open access article published under a Creative Commons Attribution (CC-BY) License (http://pubs.acs.org/page/policy/authorchoice_ccby_termsofuse.html) , which permits unrestricted use, distribution and reproduction in any medium, provided the author and source are cited. |
spellingShingle | Jewett, Sarah Sutphin, Kathy Gierasch, Tiffany Hamilton, Pauline Lilly, Kathleen Miller, Kristine Newlin, Donald Pires, Richard Sherer, Maureen LaCourse, William R. Awareness, Analysis, and Action: Curricular Alignment for Student Success in General Chemistry |
title | Awareness, Analysis, and Action: Curricular Alignment
for Student Success in General Chemistry |
title_full | Awareness, Analysis, and Action: Curricular Alignment
for Student Success in General Chemistry |
title_fullStr | Awareness, Analysis, and Action: Curricular Alignment
for Student Success in General Chemistry |
title_full_unstemmed | Awareness, Analysis, and Action: Curricular Alignment
for Student Success in General Chemistry |
title_short | Awareness, Analysis, and Action: Curricular Alignment
for Student Success in General Chemistry |
title_sort | awareness, analysis, and action: curricular alignment
for student success in general chemistry |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5897015/ https://www.ncbi.nlm.nih.gov/pubmed/29657334 http://dx.doi.org/10.1021/acs.jchemed.7b00564 |
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