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Fostering STEM Mastery with Case studies in Developmental Mathematics, Supplementary Instruction in Gatekeeper Courses, and Course-Embedded Research

Faculty #19
Discipline: Chemistry and Chemical Sciences
Subcategory: STEM Science and Mathematics Education

Qingxia Li - Fisk University
Co-Author(s): Natalie Arnett, Tiffany Thompson, Brian Nelms, Phyllis Freeman, Princilla Evans Morris, and Lee E. Limbird, Fisk University, Nashville TN



The goal of our HBCU-UP Implementation Award is to increase student engagement, deeper learning, and retention in STEM majors at Fisk University. Since mathematics preparedness can delay students’ access to upper level STEM courses, we focused on student-centered pedagogies in developmental math, specifically case-based studies, to increase academic performance. Case-based interventions significantly improved student learning, based on pre-versus post-tests. Current work will determine if this intervention success holds when extended to additional faculty instructors in the discipline. Similarly, Supplementary Instruction in General Chemistry I and II also signficantly increased student grades for a second year of study, while also fostering continuation from Chem I to II. Embedding research into a Molecular Methods Course in Biology was complemented with ‘ flipped classroom’ pedagogies, leading to increased student participation in faculty-mentored research. Similarly, embedded research in an introductory Genetics course led to student pursuit of faculty-mentored research. Adoption of a focus on student-centered teaching strategies by Fisk’s Center for Teaching and Learning is institutionalizing lessons learned across the disciplines.

Funder Acknowledgement(s): NSF HBCU-UP Implementation Award at Fisk University

Faculty Advisor: None Listed,

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This material is based upon work supported by the National Science Foundation (NSF) under Grant No. DUE-1930047. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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