The authors describe a major transformation in teaching large introductory courses in the sciences and engineering at the University of Illinois at Urbana-Champaign, impacting over 17,000 students yearly. The transformation was emergent, not prescribed, and occurred through two programs that included both engineering and science departments.
Details
Type Journal ArticlePub Date 7/1/2018Stock # jcst18_047_06_32Volume 047Issue 06