Fostering and Assessing Conceptual Understanding in Early STEM Courses

Program Abstract: Research on teaching and learning in early college STEM courses has identified a need to address underpinning concepts during instruction and on assessments. Faculty teaching early STEM courses are challenged with teaching a plethora of learning objectives in a limited amount of time, which may lead to a focus on lower levels of cognitive demand. All students deserve opportunities to develop their understanding of foundational concepts in STEM. This presentation highlights innovative practices designed to foster and effectively assess conceptual understanding in introductory-level STEM courses. We showcase strategies used in two sections of an introductory STEM course that include developing classroom routines to explain concepts; emphasizing application questions; and revising assessments for higher cognitive demand. In addition to considering preliminary data on students’ perceptions of learning, participants will discuss how to adapt pedagogical strategies and assessments to focus on conceptual understanding in their STEM disciplines.