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

• Sarah Jewett ^[4] ; Kathy Sutphin ^[5] ; Tiffany Gierasch ^[5] ; Pauline Hamilton ^[6] ; Kathleen Lilly ^[1] ; Kristine Miller ^[2] ; Donald Newlin ^[3] ; Richard Pires ^[3] ; Maureen Sherer ^[2] ; William R. LaCourse ^[5]
  1. [1] Howard Community College

     Howard Community College

     Estados Unidos

     
  2. [2] Anne Arundel Community College

     Anne Arundel Community College

     Estados Unidos

     
  3. [3] Montgomery College

     Montgomery College

     Estados Unidos

     
  4. [4] University of Maryland, Baltimore County, United States
  5. [5] University of Maryland, United States
  6. [6] The Community College of Baltimore County, United States

  Mostrar afiliaciones +
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 95, Nº 2, 2018, págs. 242-247
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • 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).