Considering the Evolution of the STEM Mathematical Pathway at the University of Oklahoma Using Organizational Development and Change Theory

Autor/inn/en	Moore-Russo, Deborah; Kornelson, Keri; Savic, Milos; Andrews, Candace
Titel	Considering the Evolution of the STEM Mathematical Pathway at the University of Oklahoma Using Organizational Development and Change Theory
Quelle	In: PRIMUS, 31 (2021) 3-5, S.343-357 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moore-Russo, Deborah) ORCID (Savic, Milos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2020.1793852
Schlagwörter	Organizational Change; Organizational Development; College Mathematics; STEM Education; Financial Support; Educational Improvement; Change Strategies; Program Effectiveness; College Freshmen; Calculus; Algebra; Success; Course Content; Teaching Methods; Program Development; College Faculty; Rewards; Active Learning; Teaching Assistants; Training; Student Placement; Access to Information; Academic Support Services; Oklahoma + Suchen Sie Ihr Suchwort? Organisationswandel; Organisationsentwicklung; STEM; Finanzielle Förderung; Teaching improvement; Unterrichtsentwicklung; Lösungsstrategie; Studienanfänger; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Erfolg; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Programmplanung; Fakultät; Reward; Belohnung; Aktives Lernen; Ausbildung; Schülerpraktikum
Abstract	In this case study, we use organizational development and change theory to look at how the University of Oklahoma (OU) has attended to the mathematical pathway leading to STEM fields. Using multiple sources of data, we are able to create an informative narrative that provides the particular context of the situation and in-depth picture of the campus response, including key changes and ongoing challenges that were noted over a five-year period. Through the use of both internal and external funding, OU has been able to improve its teaching and learning in the STEM mathematical pathway. OU has also been able to develop a First-Year Mathematics program based on national recommendations. We report how efforts have directly impacted hiring, placement, pedagogical methods, course coordination, TA training, as well as the collection and use of data in decision making. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01