Awareness, Analysis, and Action: Curricular Alignment for Student Success in General Chemistry

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dc.contributor.authorJewett, Sarah
dc.contributor.authorSutphin, Kathy
dc.contributor.authorGierasch, Tiffany
dc.contributor.authorHamilton, Pauline
dc.contributor.authorLilly, Kathleen
dc.contributor.authorMiller, Kristine
dc.contributor.authorNewlin, Donald
dc.contributor.authorPires, Richard
dc.contributor.authorSherer, Maureen
dc.contributor.authorLaCourse, William R.
dc.date.accessioned2018-01-29T18:16:31Z
dc.date.available2018-01-29T18:16:31Z
dc.date.issued2018
dc.description.abstractThis 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).en_US
dc.description.urihttp://pubs.acs.org/doi/full/10.1021/acs.jchemed.7b00564en_US
dc.format.extent6 pagesen_US
dc.genrejournal articlesen_US
dc.identifierdoi:10.13016/M25M62841
dc.identifier.citationAwareness, Analysis, and Action: Curricular Alignment for Student Success in General Chemistry Sarah Jewett, Kathy Sutphin, Tiffany Gierasch, Pauline Hamilton, Kathleen Lilly, Kristine Miller, Donald Newlin, Richard Pires, Maureen Sherer, and William R. LaCourse Journal of Chemical Education Article ASAP DOI: 10.1021/acs.jchemed.7b00564en_US
dc.identifier.urihttp://hdl.handle.net/11603/7730
dc.language.isoen_USen_US
dc.publisherACS Publicationsen_US
dc.relation.isAvailableAtThe University of Maryland, Baltimore County (UMBC)
dc.relation.ispartofUMBC Office of the Provost
dc.relation.ispartofUMBC Office of the Dean of the College of Natural and Mathematical Sciences
dc.relation.ispartofUMBC Chemistry & Biochemistry Department
dc.rightsThis item may be protected under Title 17 of the U.S. Copyright Law. It is made available by UMBC for non-commercial research and education. For permission to publish or reproduce, please contact the author.
dc.rightsAttribution 4.0 International (CC BY 4.0)*
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/*
dc.subjectgeneral chemistry curriculumen_US
dc.subjectgeneral chemistry courseworken_US
dc.subjectinterinstitutional collaborationen_US
dc.subjectgeneral chemistry curricular alignmenten_US
dc.subjecttargeted instructional resourcesen_US
dc.titleAwareness, Analysis, and Action: Curricular Alignment for Student Success in General Chemistryen_US
dc.typeCollectionen_US

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