An Examination of Factors that Support Sustainable Cultural and Curricular Change in STEM Teaching and Learning

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Using a mixed-methods design, this body of work from the SUMMIT-P consortium explores possible effective conditions for the sustainable reform of STEM teaching and learning at the collegiate level. A model of catalysts for successful and sustainable change is proposed, based on five years of data collection and observations. These catalysts include institutional support, intrinsic and extrinsic motivation of faculty involved, measures of student success, institution size, prior faculty experience, faculty buy-in, and institutional culture. The discussion ends with a delve into the potential broader impacts of this work. For example, this model may help institutions better understand how to implement curricular change more effectively.






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Schott, Sarah, Erica Slate Young, Jack Bookman and Peaches Hash (2022). An Examination of Factors that Support Sustainable Cultural and Curricular Change in STEM Teaching and Learning. Journal of Mathematics and Science: Collaborative Explorations, 18. 10.25891/901k-qq89 Retrieved from

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Sarah Schott

Associate Professor of the Practice of Mathematics

I am interested in math education research.  I have been involved in an NSF grant focused on preparing  mathematics graduate students to teach undergraduate mathematics. Recently I served as a project evaluator on an the NSF IUSE-funded grant, SUMMIT-P: A National Consortium for Synergistic Undergraduate Mathematics via Multi-institutional Interdisciplinary Teaching Partnerships. This grant was focused on the improvement of mathematics curriculum through better collaboration between math departments and the partner disciplines they serve in their courses.

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