title: Integrative Approach for a Transformative Freshman-Level STEM Curriculum.
abstract: In 2014 Wesley College adopted a unified undergraduate program of evidence-based high-impact teaching practices. Through foundation and federal and state grant support, the college completely revised its academic core curriculum and strengthened its academic support structures by including a comprehensive early alert system for at-risk students. In this core, science, technology, engineering, and mathematics (STEM) faculty developed fresh manifestations of integrated concept-based introductory courses and revised upper-division STEM courses around student-centered learning. STEM majors can participate in specifically designed paid undergraduate research experiences in directed research elective courses. Such a college-wide multi-tiered approach results in institutional cultural change.
authors.affiliation: Wesley College, Dover, Delaware, USA.
authors.forename: Malcolm J
authors.initials: MJ
authors.lastname: D'Souza
authors.affiliation: Wesley College, Dover, Delaware, USA.
authors.forename: Kathleen L
authors.initials: KL
authors.lastname: Curran
authors.affiliation: Wesley College, Dover, Delaware, USA.
authors.forename: Paul E
authors.initials: PE
authors.lastname: Olsen
authors.affiliation: Wesley College, Dover, Delaware, USA.
authors.forename: Agashi P
authors.initials: AP
authors.lastname: Nwogbaga
authors.affiliation: Wesley College, Dover, Delaware, USA.
authors.forename: Stephanie
authors.initials: S
authors.lastname: Stotts
keywords: Cannon Scholar Program; DE-EPSCoR; DE-INBRE; NIH NIGMS (IDeA) INBRE; NSF EPSCoR; NSF S-STEM; STEM; Student Retention; Student Success; Wesley College