Zhao, X. S., & Majid, F., & Montgomery, V. T., & Glenn, C. M., & Stewart, J. (2015, June), Effectuating Evidence-based Transformative Pedagogical Approaches in STEM Foundational Courses—A Pilot Study  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23924

\bibitem{asee_peer_23924}
  Zhao, X. S., \& Majid, F., \& Montgomery, V. T., \& Glenn, C. M., \& Stewart, J. (2015, June), \emph{Effectuating Evidence-based Transformative Pedagogical Approaches in STEM Foundational Courses—A Pilot Study}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23924

Xiang (Susie) Zhao, Fayequa Majid, V. Trent Montgomery, Chance M Glenn Sr., and Juarine Stewart.  "Effectuating Evidence-based Transformative Pedagogical Approaches in STEM Foundational Courses—A Pilot Study".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://strategy.asee.org/23924 Internet.  29 Jun, 2024

\bibitem{asee_peer_23924}
  Xiang (Susie) Zhao, Fayequa Majid, V. Trent Montgomery, Chance M Glenn Sr., and Juarine Stewart.
  "Effectuating Evidence-based Transformative Pedagogical Approaches in STEM Foundational Courses—A Pilot Study".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://strategy.asee.org/23924 Internet.  29 Jun, 2024

@INPROCEEDINGS{asee_peer_23924
author = "Xiang (Susie) Zhao, Fayequa Majid, V. Trent Montgomery, Chance M Glenn Sr., and Juarine Stewart"
title = "Effectuating Evidence-based Transformative Pedagogical Approaches in STEM Foundational Courses—A Pilot Study"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/23924}
number = {10.18260/p.23924}
}

TY  - CPAPER
AB  -             Effectuating Evidence-based Transformative Pedagogical           Approaches in STEM Foundational Courses—A Pilot StudyAbstractA critical juncture in the undergraduate STEM education pathway is the first two years ofcollege when the majority of attrition occurs because students experience many academicchallenges in gatekeeping courses. Among many factors to this failure, an important one isattributed to the lack of engaging pedagogy inside and outside classrooms. Through this NSFWIDER Program sponsored planning project, a team of faculty and administrators at AlabamaAgricultural and Mechanical University (AAMU) are implementing evidence-based instructionalpractices in foundation courses in STEM curricula. Recognizing that it is essential to implementeffective pedagogy in gateway courses where most attrition occurs, this project has conducted apilot study, which focuses on: (1) collecting baseline data about the extent to which evidence-based practices are currently being used in STEM gateway courses; (2) redesigning threefoundational gateway courses in electrical engineering, computer science and mathematics byapplying evidence-based teaching strategies—student-centered problem-based teaching(SC-PBT), example-based teaching, and just-in-time teaching (JITT); (3) incorporating classroom andlaboratory activities that require active student engagement, conceptual understanding, criticalthinking, and problem-solving; and (4) Employing model students to lead SupplementaryInstruction (SI) courses with evidence-based peer-to-peer learning strategies. The studentassessment data indicated the effectiveness of the evidence-based instructional practices, the SIpeer-to-peer learning strategies, as well as existing engagement challenges. In addition, positivefeedback is obtained from the student survey data on the redesigned courses. The broader impactof this project is twofold. First, data generated through assessment and evaluation is expected tosupport the theoretical rationale that systematic change in STEM education must include a widespectrum of stakeholders (administrators, faculty, staff, and students). Secondly, disseminationof the results of this work is expected to provide a model for institutional implementation ofevidence-based practices at colleges or universities of similar size and/or student bodydemographics as AAMU, a land-granted minority serving university.
AU  - Xiang (Susie) Zhao
AU  - Fayequa Majid
AU  - V. Trent Montgomery
AU  - Chance M Glenn Sr.
AU  - Juarine Stewart
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Effectuating Evidence-based Transformative Pedagogical Approaches in STEM Foundational Courses—A Pilot Study
UR  - https://strategy.asee.org/23924
DO  - 10.18260/p.23924
ER  -