PRISM: Changing Pedagogy of STEM Faculty
2. Claims Examined
Hypothesis 1: Introducing SM faculty to active learning strategies through institutes or academies for learning and providing incentives such as mini-grants will not only result in successful course interventions but also faculty will sustain and/or expand to other sections of the same course - taught by different faculty - and/or transfer to other courses taught by the same faculty.
Hypothesis 2: Inclusion of more active learning strategies in introductory SM courses will increase science literacy, science proficiency, and success rates for students.
