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.
The 2012 STREAMS Course Development Grant Awardees are
- Biology: Don Padgett and Chris Bloch to redevelop the lab for Biology 122, introducing a research project and
refocusing the overall structure of the lab.
- Geography: Darcy Boellstorff to introduce a more structured research project to GEOG 315, a required course related to GIS
in the Geography major.
- Mathematics: Irina Seceleanu and Glenn Pavlicek to create small-group learning modules focussing on algebra development to be used with Math 150
- Mathematics: Uma Shama to develop a cognate course (Math 143) to provide inquiry-based examples for biology and chemistry majors enrolled in Math 141
(Elements of Calculus).
- Mathematics: Ward Heilman to develop a new course for the Residential Learning Community.
- Physics: Thomas Kling and Jeff Williams to refine and further develop written class activities to support studio-based physics in an inquiry
style in Physics 243 and 244.
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:
Want more information?
Contact Dr. Thomas Kling
214 Conant Science
Last Modified: March 11, 2013