The TRIAD Coalition is a research community that brings together experts in education research across STEM disciplines. It supports a community of well-meaning faculty by liaising with existing support structures and resources across the university to facilitate course transformations and the related measurement of change.
The TRIAD Coalition was established to create a community of practice characterized by communication and interaction among STEM faculty across disciplinary boundaries. TRIAD's threefold mission is:
- to broaden and strengthen capacity to improve the quality of undergraduate science, technology, engineering, and mathematics education,
- to develop a community of post-secondary teaching professionals implementing the products of discipline-based education research,
- to create a rich, multi-disciplinary collaborative community of STEM education researchers.
Who We Are
- Geraldine Cochran, Assistant Professor of Professional Practice, SAS and Department of Physics and Astronomy. Learn more
- Mary Emenike, Director, TRIAD Coalition; Assistant Professor of Professional Practice, SAS and Department of Chemistry and Chemical Biology. Learn more
- Ronald Ransome, Director, SAS Office of STEM Education; Dean of Math and Physical Sciences, School of Arts and Sciences; Professor, Department of Physics and Astronomy. Learn more
- Charles Ruggieri, Postdoctoral Research Scholar - Physics Education Research, TRAID Coalition and the Department of Physics and Astronomy. Learn more
What We Do
T ransforming STEM courses to enhance learning
TRIAD facilitates the collaboration among STEM education researchers and faculty members who are interested in transforming STEM courses through the implementation of evidence-based best practices. This community will connect the producers of education research (DBER faculty) with the consumers of education research (course instructors), sharing a common goal of improving STEM education for undergraduate students.
TRIAD currently consults on the following courses undergoing large-scale transformations:
Physics: 123/4, 227/8, 229/30
R esearch in STEM education
TRIAD serves as a community of practice for STEM scholars who are dedicated to improving undergraduate STEM education through research into student understanding and learning.
I nstructional practices based on findings from DBER
TRIAD includes discipline-based education researchers (DBER) who are capable of serving as resources for course transformations, curriculum development, professional development, and assessment. In addition to the Rutgers Graduate School of Education (GSE) faculty who are already engaged in biology, mathematics, and physics education research, other DBER professionals in the School of Arts and Sciences (SAS) in biology, chemistry, mathematics, and physics solidifies the range of expertise needed to serve as these resources and establish interdisciplinary collaborations.
A ssessment of learning
TRIAD works with course instructors to develop instructional and learning goals, and to design assessment that is consistent with the course goals. TRIAD helps catalyze the difficult process of assessing learning in the large-enrollment introductory STEM courses with the purpose of measuring the effectiveness of instruction.
D issemination to seed and support other course transformations
TRIAD helps disseminate better practices developed in one context to other contexts. Examples include: Use of Learning Assistants to enable the transformation of traditional recitation sections to completely collaborative learning environments. DBER-inspired professional development of graduate students and faculty as part of weekly staff meetings to enhance the professionalism of the teaching community.