STREAMS Faculty Resources

STREAMS supports faculty in the sciences and mathematics at Bridgewater and local community colleges in their teaching by sharing best practices in STEM education. STREAMS aims to increase the use of inquiry-based learning and group work, particularly in introductory courses, because these methods have been shown to benefit all students in all the STEM disciplines.

Inquiry-based learning is an outgrowth of constructivist theory which assumes that knowledge is created in the mind of the learner. Enhanced student engagement, improved grade performance, and greater retention in STEM majors have all been cited in the STEM literature as positive outcomes of using inquiry based models (Schroeder and Greenbowe 2008, Gosser 2009).


STREAMS will provide Faculty Course Development Grants in summer 2010 and summer 2012 to implement curricular changes. Also, STREAMS will finance structured learning assistance in introductory courses across the disciplines.

The STREAMS Course Development Grants for year 1 are designed to assist faculty in adopting inquiry-based learning a nd group assignments in STEM introductory courses at BSC. Both inquiry-based and group approaches have been repeatedly shown to be important in student learning, in STEM retention, and as models for future K-12 teachers.

Grant recipients are expected to
  • Introduce new course elements that enhance the use of inquiry-based or group learning
  • Define or clarify course learning objectives
  • Develop and implement an assessment plan for learning objectives
  • Share their approach with Bridgewater and community college faculty at a STREAMS workshop
  • Present at the CART May Celebration

Grant recipients will be supported by the STREAMS curriculum team consisting of the Thomas Kling (PI, Physics), Ann Brunjes (Office of Teaching and Learning), and Matthew Salomone (Co-I, Mathematics).


The 2010 STREAMS Course Development Grant Awardees are

  • Physics: Jeff Williams to develop studio physics approach to Physics 243 and 244 that used PALs integrated into the entire lecture / lab studio physics model.
  • Mathematics: Uma Shama and Shannon Lockard to develop recitation sections associated with the new Math 151 (Calculus 1).
  • Computer Science: John Santore, Glenn Pavlicek, Abdul Sattar, and Seikyung Jung to develop recitation and lab sections for the new Computer Science 151 (and possibly CS 152). This may also involve changing some course material to be more engaging.
  • Earth Science: Robert Cicerone, Michael Krol, Richard Enright and Peter Saccocia to develop a series of in-class exercises that can be used to promote the scientific method by integrating real and synthetic datasets into studying and solving various environmental problems in EASC 194. Also, to develop a new inquiry-based strategy that utilizes the “lecture tutorial” for EASC 100.
  • Chemistry: Edward J. Brush, Steve Haefner, and Chifuru Noda to make structural changes the Chemistry 141 and 142 recitation hour from a brief, 20-minute prelab instruction (typical length of prelab) to guided inquiry and collaborative problem-solving and to develop additional required PAL assisted learning time.
  • Biology: Jennifer Mendell and Jeffrey Bowen to develop Biology 150 (SLA) and integrate it with Biology 121. This will be a group work / case study and study skills model.

There are many good resources for STEM curricular design. In particular, the Office of Faculty and Instructional Resources (F&OD) at Michigan State University has compiled online resources for teaching in the natural sciences: “Teaching in the Disciplines: College of Natural Science”


Some assessment resources:

Last Modified: January 5, 2012