Rachele Toniolo, Anita Zanella, Andrea Cottinelli
et al.
The AMACA project (Astronomy education with a Multi-sensory, Accessible, and Circular Approach) develops multi-sensory activities for accessible education and engagement in astronomy. Despite promising innovations, existing resources are often poorly documented, designed for one-time events, expensive, and lack interdisciplinary collaboration, user testing, and broad dissemination. AMACA addresses these challenges by creating multi-sensory activities for education and outreach, with a particular focus on accessibility for people with sensory disabilities. A circular approach informs its educational structure: (1) a PhD course on multi-sensory astronomy outreach develops hands-on activities with the support of astronomers, psychologists, and organizations for the visually impaired and the deaf; (2) PhD candidates teach High School (HS) students how to deliver the activities; (3) HS students lead the activities at the Astronomy Festival "The Universe in All Senses"; (4) HS students train teachers to implement the activities in their classrooms. AMACA also develops tools to guide project development and track participants' learning. Key findings show improved communication and accessibility awareness among PhD candidates, increased emotional engagement with astronomy among HS students, enhanced public engagement with research and accessibility awareness, and high teacher satisfaction with the flipped-roles, hands-on approach. Overall, AMACA enhances accessibility and engagement in astronomy education across audiences.
As shown in research and practice digitalization processes are many times limited to implementation of digital technologies without pedagogical and organizational change. In this study it is argued for a broader perspective on the concept of digitalization, viewing it as a process involving change and transformation in different stages and several organizational levels. Based on cultural–historical activity theory and the concept of levels of learning, this study will elaborate on the concept of digitalization as well as how schools are dealing with digital and educational change. Two schools known for their large-scale digitalization processes are analyzed. In the analysis, it is indicated that the object of digitalization harbors an idea that influence how digitalization is planned for and enacted within the school organization. How schools conceptualized—what is theoretically and practically meant by digitalization—influence how they plan their budget, professional development, and organizational change. With this backdrop, it is a concluded need for explicit discussions and conceptual clarifications on what digitalization is and what it involves in different school contexts.
This presentation aims to outline and discuss the embedded academic skills and EAP provision in the Education department at a Russell Group university. This department has large numbers of taught postgraduate (PGT) students from overseas, with limited experience of the requirements of academic study at PGT level. Since 2020, these students have received bespoke academic skills provision; this presentation will explore how this provision has adapted to student needs and how teaching staff have also adjusted.
The provision is taught by a small team of academic skills lecturers working primarily in a single department and initially followed what Fenton-Smith and Humphreys call an “adjunct-strong” (2015, p.42) model, with general academic skills topics aimed at a specific group of students but not explicitly targeted at course or assessment needs. This approach proved successful in terms of attendance, engagement and student satisfaction. However, in 2024 a decision was made by senior staff to provide embedded provision following the Contextualisation, Embedding, Mapping model (Alexander et al., 2017; Sloan & Porter, 2010) as well as the adjunct provision. This required a lot of adjustment and new materials, but it also led to closer collaboration with module and programme leaders and led to greater integration of the academic skills staff into the department.
This paper will evaluate the success of this embedded provision using three metrics: student engagement, student satisfaction, and the responses of skills tutors and academic staff. It will also consider the relationship between the embedded and adjunct provision: how our adjunct provision became more embedded alongside the explicitly embedded sessions. It will conclude with advice and recommendations about how to successfully embed academic support - and academic skills staff - into PGT programmes.
Ethical guidelines will be followed when seeking feedback from students and colleagues.
Teaching and learning in advanced materials science are often limited by two barriers: the technical complexity of quantum-mechanical simulations and the lack of individualized support in inquiry-based education. Here, we introduce the Neuromorphic Materials Calculator 2025 (NMC2025), a command-line platform that integrates a conversational artificial intelligence (AI) tutor with automated simulation workflows. NMC2025 combines large language model (LLM) guidance, real-time literature feedback, and domain-specific computation to create an adaptive learning environment. The system includes modular Python components for material discovery, simulation parameter optimization, and automated input generation for Quantum ESPRESSO (QE). Grounded in constructivist pedagogy, the tool enables students to carry out authentic research tasks such as identifying candidate materials for neuromorphic memristors or tuning density functional theory (DFT) inputs, while receiving context-aware explanations from the AI tutor. A case study illustrates how iterative, AI-guided refinement of hypotheses and calculations enhances both accuracy and understanding. NMC2025 fosters deeper conceptual insight, independent exploration, and smooth transfer of research methods into the classroom. This approach highlights the potential of AI-augmented education to reduce barriers to complex simulations and to expand access to computational modeling across science, technology, engineering, and mathematics (STEM).
Anabel Da Silva Soares, Moya Lerigo-Sampson, Jacqueline Barker
The Higher Education (HE) sector has faced an exceptional period of complex and fast-moving change, meaning staff have had to quickly adjust their teaching delivery, reconsider how learning outcomes are assessed, and adopt new technologies. Despite significant efforts by HE staff across these areas, the willingness to adopt new tools and technologies is not consistent across all staff cohorts and indeed some researchers suggest that this willingness, or readiness to adopt emerging technologies and educational tools can be shaped by individual differences, attitudes, and social norms.This study focuses on education technology acceptance in HE via a specific university and explores the use of technology enhanced feedback and marking tools, such as online embedded rubrics. Underpinned by the unified theory of acceptance and use of technology (UTAUT), this research project aims to explore the perceptions of staff towards online feedback and marking practices. In turn, the research project considers the relevancy of the UTAUT model in differing / current contexts. Contribution manifests through a) the methodological choice of qualitative semi-structured interviews to explore the UTAUT dimensions, b) the deep contextual understanding of the challenges HE staff face in adopting and implementing new technologies, c) suggested adaptations to UTAUT, and c) recommendations for HE practice.
Este trabajo presenta un análisis de las prácticas de lectura y escritura realizadas a través de la herramienta colaborativa Padlet, mediante la minificción como género textual y literario, por el grupo de quinto semestre de la Licenciatura en Educación del Centro Universitario de los Valles de la Universidad de Guadalajara, Jalisco, México. Consiste en un estudio cualitativo con sustento teórico en el aprendizaje por descubrimiento. La información se recolectó mediante la entrevista semiestructurada y el análisis de Padlets elaborados durante el ciclo escolar 2022-B (agosto-diciembre). Los principales hallazgos radican en que los géneros y prototipos textuales, así como su modelaje, inciden en la manera en la que los y las estudiantes leen y escriben en la universidad para comunicar sus conocimientos, aprendizajes y maneras de colaborar y contribuir con la dinámica grupal. Las conclusiones más relevantes se centran en que la mediación de las plataformas digitales, como Padlet, es un aspecto fundamental para el estudio de la lectura y la escritura en la universidad, considerando los ambientes virtuales de alfabetización en combinación con las actividades e interacción de tipo presencial, ya que contribuyen al establecimiento de diversas maneras de interacción, colaboración y comunicación entre estudiantes y el cuerpo docente.
Adrienne L. Traxler, Camila Mani Dias do Amaral, Charles Henderson
et al.
Network analysis has become a well-recognized methodology in physics education research (PER), with study topics including student performance and persistence, faculty change, and the structure of conceptual networks. The social network analysis side of this work has focused on quantitative analysis of whole-network cases, such as the structure of networks in single classrooms. Egocentric or personal network approaches are largely unexplored, and qualitative methods are underdeveloped. In this paper, we outline theoretical and practical differences between two major network paradigms--whole-network and egocentric--and introduce theoretical frameworks and methodological considerations for egocentric studies. We also describe qualitative and mixed-methods approaches that are currently missing from the PER literature. We identify areas where these additional network methods may be of particular interest to physics education researchers, and end by discussing example cases and implications for new PER studies.
The article reveals the peculiarities of adult education centers in one of the countries of the United Kingdom of Great Britain and Northern Ireland – England, which are based at universities, colleges, charitable organizations, etc. The peculiarities of adult education centers in England were determined and analyzed according to certain structural characteristics: axiological orientation, organizational, methodical and information-content provision of the adult education process. It is noted that the main goals of the institutions that provide non-formal adult education in England are the creation of opportunities for obtaining knowledge, skills, qualifications and retraining; promotion of employment and psychological well-being of the adult population; overcoming the main barriers in the employment process; development of digital skills, provision of an inclusive environment and others. It is noted that education providers in England offer a wide selection of forms of adult education, which contribute to the development of professional and personal skills, career growth; provide continuous professional development, acquisition of practical experience and flexible training. It was determined that among the priority areas of adult education in England there are civic education, futures of education, second higher education, technical and vocational education, liberal adult education, professional education, education policy and others.
The traditional education strategy is insufficient to meet the demands of dynamically changing medical science and the fast-growing medical field. The present Competency-Based Medical Curriculum for medical undergraduates in India emphasizes acquisition of a set of competencies for self-directed learning (SDL) through an explicit approach and dedicated teaching hours in the disciplines which gives the opportunity to develop skills for developing lifelong learners. Self-directed learning cuts across all domains of learning and has a significant potential in shaping transformational learning experiences. The concepts of SDL are based on adult learning principles and experiential learning fostering skills for lifelong learning. In view of the paradigm changes in the new curriculum, it is imperative to understand the basic concepts and the methods for effective practice of SDL in the new curriculum. Faculty development for SDL, ensuring the availability of resources, harnessing the power of information technology, and integrating cognitive and affective assessment strategies enhance the effectiveness of SDL. We revisited the literature, and critically summarize our views on the theory-to-practice concepts of self-directed learning. The article discusses the basic concept of SDL, implementation strategies, and evaluation of self-directed learning.
Esther Serwe-Pandrick, David Jaitner, S. Engelhardt
Physical education (PE) is rooted in a historically evolved subject culture that goes largely unquestioned in everyday teaching and learning. It is characterized by a normative primacy of movement practices, placing it in a precarious relationship with the intellectual practices required by sports pedagogy and school curricula. The present case study is based on praxeological classroom research and examines how didactic interferences between intellectual reserves and movement reserves are represented in the principle of “reflective practice” in PE. To reconstruct key orientations toward the interfering practices of teaching and learning that guide teachers’ actions, we conducted six expert interviews in a PE development project in North Rhine-Westphalia (Germany) and analyzed the interview data based on the coding procedure of grounded theory. The reconstructed orientations guiding PE teachers’ actions can be described according to three key dimensions: On the temporal level, one key interference is the scarcity of time for movement. On the spatial level, the space of the gymnasium often stands in the way of establishing and routinizing intellectual practices. On the media level, the use of written forms in PE classes appears to be regarded as a requirement that is imposed upon teachers and that should be kept to a minimum. The results are particularly relevant to research on the institutional professionalization of PE teachers.
Recent years have witnessed numerous systematic investigations on mobile-assisted language learning (MALL). However, very few research synthesis studies focused on the higher education context in mainland China. This paper provides a systematic review of the findings of 23 studies published between 2015 and 2020 in mainland China. The aim of this review is twofold: 1) to examine prevalent researched elements in extant MALL studies; and 2) to investigate ways in which the two original components of the Situated Learning Theory (SLT), including Legitimate Peripheral Participation and Communities of Practice (Lave & Wenger, 1991), have a bearing on MALL. This systematic review resulted in two major findings. First, five key researched elements were revealed, e.g., target language teaching areas, and adopted applications/software. Second, guided by the two original elements of SLT, four derived elements were identified, namely authenticity, social interactions and collaborations, apprenticeship learning, and beliefs and behaviours. The findings suggest the need to develop sound MALL pedagogies associated with sociocultural aspects of language learning in relevant contexts. This review study also provides insights into how Chinese language professionals and practitioners can improve curriculum design and resource development to adapt to future trends in MALL.
Arilson Monteiro dos Santos, Henrique Marins de Carvalho
A Filosofia da Matemática durante muito tempo dedicou-se a aspectos ontológicos e epistemológicos para explicar os objetos da Matemática, área do conhecimento que costuma ser, tanto no ambiente escolar como no cotidiano, entendida como um reduto de conceitos universalmente e eternamente verdadeiros, cuja certeza é garantida pela estrutura lógica do sistema formal a partir do qual é construída e representada. Desde o século passado, no entanto, aspectos da prática matemática como a intuição, a criatividade e o recurso a representações que ultrapassam a simbologia normativa são objeto de estudo da Filosofia da Prática Matemática, que compreende a matemática como um produto da ação humana e, dessa forma, dependente de questões sociais, culturais e psicológicas, tanto em âmbito coletivo como particular. A partir de pesquisa bibliográfica apoiada em autores que se dedicam contemporaneamente a essa temática, são apresentadas considerações sobre os aspectos extralógicos no processo individual do matemático britânico Andrew Wiles que culminou na escrita formal e rigorosa da demonstração do Último Teorema de Fermat – importante proposição do estudo de números e equações algébricas – realizada 358 anos após sua formulação, reconhecendo que nenhuma demonstração de teoremas matemáticos e, em especial essa produção estudada, pode ser entendida apenas pela análise restrita da argumentação dedutiva e do formalismo simbólico.
Special aspects of education, Theory and practice of education
Ubaldo Jorge Augusto de Filipe André, Ana Paula Sarmento do Santos, Onelis Portuondo Savón
et al.
Context: Today, quite a few environmental problems require swift responses toward adjustment, mitigation, and sustainability. Accordingly, how could university students acquire effective environmental education so they can play their social roles in balance with environmental protection?
Aim: To recommend methodological actions to contribute to student education at the Faculty of Natural Sciences, the University of Namibe, Angola.
Methods: Consequently, this study took from qualitative methods of social research. Methods and techniques, such as analysis-synthesis, inductive-deductive, and documentary review for processing information about environmental education and climate change in university education.
Results: Five methodological guidelines for environmental education were established. They were inserted in subject Physics II, in the first year of the Marine Biology Bachelor Degree, with six general actions that link theory and practice, through the teaching process in the degrees of Oceanography, Marine Biology, and Marine Resources. The study demonstrated the fulfillment of learning objectives related to Sustainable Development Goals No. 13 and 14, based on UNESCO (2017) guidelines.
Conclusions: There is a potential for students to acquire environmental information through methodological actions by the staff, in terms of subject preparation at the Faculty of Natural Sciences, the University of Namibe.
The practices of contemporary clinical decision-making and care rely heavily on racial biological essentialism, which is a set of ideas originating in modern science that describes populations as comprising distinct subpopulations with unique sets of essential, heritable characteristics and propensities (i.e., races) purportedly due to their biology.1 Racial biological essentialism exaggerates the relevance of biology to health inequities and promotes the misuse of race (e.g., ?Black race?) in clinical decision-making, care, and research. Decades of research and scholarship2?4 (e.g., human genome project which inadvertently established that more genetic variation exists within each U.S. racial category than between them) have shown that race is fundamentally not biological. A substantial body of evidence clarifies that race is a sociopolitical, not biological construct.5 Nevertheless, the harmful, unscientific practices of racial biological essentialism persist, which helps explain why the misuse of race in clinical decision-making, research, and education remains pervasive.
For many years, medical trainees, health equity scholars, and public health physicians have explained how race consciousness (i.e., racism consciousness), which is the understanding of race as a sociopolitical construct, provides a more useful understanding for medicine and public health than racial biological essentialism does.6 This work has taken many forms, including the de-implementation of race-based algorithms used as clinical decision-making tools. In 2020, the Ways and Means Committee in the U.S. House of Representatives asked professional societies across medical disciplines to rethink their use of race-based clinical algorithms. The Committee sent a ?Request for Information? (RFI) to medical professional societies endorsing the elimination of race-based clinical algorithms. The study findings and RFI responses were captured in a 2021 report and captured responses from the professional societies as well as recommendations to improve clinical decision-making.7 The Agency for Healthcare Research and Quality (AHRQ) is also taking on this issue. At the time of this publication, AHRQ is undertaking a systematic review to provide Congress and the public responses to key questions on the impact of race-based clinical algorithms on health outcomes, and what can be done to address and/or mitigate racial bias on the development, validation, etc., of clinical algorithms.8
Since 2021, several professional societies have updated their positions on the inclusion of race in clinical algorithms within their respective specialties. The National Kidney Foundation and the American Society of Nephrology officially endorsed an estimated glomerular filtration rate (e-GFR) calculator without a race variable.9 The American College of Obstetrics and Gynecology no longer endorses a vaginal birth after caesarean calculator that uses race.10 Most recently, the American Thoracic Society issued updated recommendations in spirometry testing and the race-neutral reference equation for all patients, irrespective of race.11
As research continues to elucidate the harms and any benefits from including race in clinical algorithms, the urgency to address race-based algorithms is only intensifying. For instance, 35% of Americans suffering from renal failure are Black, while only representing 13% of the population.12 Many social and clinical factors contribute to this stark inequity, including the misuse of race to modify the e-GFR score, which is used in the diagnosis and treatment of chronic kidney disease (CKD). Race and other social factors have been linked to the e-GFR and other statistics, which has been associated with disproportionate suffering due to (CKD) and its sequalae among Black populations (e.g., higher rates of end-stage CKD diagnosis and lower rates of kidney transplantation eligibility among Black populations).13
Health equity experts agree to the implementation of nonrace-based clinical algorithms that cannot be subjected to the over 10-year timeframe typical for medical research and its adoption into practice.14 To meet the urgency of this moment, the NYC Department of Health and Mental Hygiene launched the Coalition to End Racism in Clinical Algorithms (CERCA). This coalition is a citywide initiative consisting of both safety-net hospitals and academic medical centers representing all five boroughs of NYC. Participation in CERCA requires that each coalition member commit to de-implement at least one race-based algorithm. Members are also required to furnish work, evaluation, and patient engagement plans regarding their de-implementation of race-based algorithms.15,16
In the summer of 2023, the NYC Department of Health and Mental Hygiene hosted the first annual New York City Anti-racism in Medical Education Symposium in partnership with the Josiah Macy Jr. Foundation, the American Academy of Medical Colleges, and the Fund for Public Health NYC. This symposium aimed to identify key stakeholders involved in anti-racism and curriculum development at NYC medical schools and understand the depth and breadth of anti-racism praxis incorporated into their educational programming.16
This special issue of Health Equity hopes to contribute to this growing body of knowledge regarding the de-implementation efforts needed to holistically address and eradicate race essentialism from practice and education. Specifically, this issue highlights scholarship in the following areas:
Historical origins of race adjustment in medicine, clinical decision-making tools, and artificial intelligence tools in medicine;
Current activities, successes, and challenges around removal of race from clinical decision-making tools at the institution- and system-level and its impact on patient outcomes;
City, state, and federal policies and policy analysis supporting removal of race adjustment from clinical decision-making tools; and
Programs, interventions, and policies intended to interrupt or end algorithmic racial discrimination in medicine and health care.
We hope this publication captures the latest work in addressing race-based medicine and facilitate the adaptation and implementation of initiatives to correct and mitigate the harmful effects of racial discrimination in health care. As we chart the next steps of this movement?which include equitable transplantation access, federal changes in Medicaid and Medicare policy on use of race-based algorithms, biases in artificial intelligence, application of public health critical race praxis (PHCRP) in research, to name a few emerging areas?remaining abreast of current and needed work will be essential to realizing a more equitable, just, and healthy society.
According to PHCRP, which is a health equity offshoot of Critical Race Theory, the first step toward advancing health equity is to acknowledge how the conventions of our field help reinforce inequities however well-intentioned our efforts may be. The use of arbitrary race corrections in clinical algorithms relies on and reifies racial biological determinism. It undermines the ability of clinicians to uphold their commitment to beneficence, nonmaleficence, and justice in the provision of care. Failure to uphold them harms minoritized patients and communities through, for instance, delayed or missed diagnoses and the exacerbation of racialized stigmata. A substantial body of scholarship and research now exists to promote more equitable clinical decision-making and care. Consistent with the PHCRP principle of disciplinary self-critique, this special issue documents the continued misuse of race in clinical algorithms. It also offers constructive alternatives that can be implemented immediately.17,18
Kemampuan awal pemahaman anak kelas VII yang masih belum sepenuhnya mengerti akan sistem kurikulum yang baru serta penyesuaian dan adaptasi dari jenjang sekolah dasar dan sekarang berada di jenjang menengah pertama menjadi salah satu faktornya. Mereka mengira bahwa pemisahan kelompok sesuai dengan hasil tes diagnostic adalah bagian dari pilih kasih guru karena perbedaan jumlah setiap kelompok diaggap mereka kurang adil sehingga pembagian tugas pemahaman akan lebih sulit dibanding kelompok lain. pendekatan kualitatif digunakan untuk memahami permasalahan tersebut secara mendalam. Metode literature review dengan penganalisisan buku dan jurnal digunakan untuk menyempurnakan penelitian ini. Data sekunder merupakan data yang diperoleh oleh pihak lain dan kita sebagai researcher tidak secara langsung melakukan pengumpulan data tersebut. Jadi, orang bilang data sekunder adalah data tangan kedua dimana literatur seperti jurnal,buku dan media pendukung lainnya, Dari hasil pembagian kelompok tersebut guru menemukan fenomena baru yang dapat diamati seperti mereka menganggap hal yang dilakukan guru ini termasuk salah satu bentuk pilih kasih guru terhadap siswa, ada juga yang merasa keberatan akan konsep ini mereka pikir hal ini menyulitkan mereka sebab perbedaan jumlah kelompok yang ada, namun guru menjelaskan sedikit demi sedikit konsep baru tersebut sesuai dengan kurikulum yang dipakai oleh satuan sekolah, penjelasan secara bertahap itulah yang akan memunculkan pemahaman baru peserta didik sehingga tidaak beranggapan buruk terhadap konsep yang sedang diterapkan.
Dara Cassidy, Yann-Aël Le Borgne, Francisco Bellas
et al.
This report presents a set of use scenarios based on existing resources that teachers can use as inspiration to create their own, with the aim of introducing artificial intelligence (AI) at different pre-university levels, and with different goals. The Artificial Intelligence Education field (AIEd) is very active, with new resources and tools arising continuously. Those included in this document have already been tested with students and selected by experts in the field, but they must be taken just as practical examples to guide and inspire teachers creativity.
Ilya Musabirov, Angela Zavaleta-Bernuy, Pan Chen
et al.
Randomized A/B comparisons of alternative pedagogical strategies or other course improvements could provide useful empirical evidence for instructor decision-making. However, traditional experiments do not provide a straightforward pathway to rapidly utilize data, increasing the chances that students in an experiment experience the best conditions. Drawing inspiration from the use of machine learning and experimentation in product development at leading technology companies, we explore how adaptive experimentation might aid continuous course improvement. In adaptive experiments, data is analyzed and utilized as different conditions are deployed to students. This can be achieved using machine learning algorithms to identify which actions are more beneficial in improving students' learning experiences and outcomes. These algorithms can then dynamically deploy the most effective conditions in subsequent interactions with students, resulting in better support for students' needs. We illustrate this approach with a case study that provides a side-by-side comparison of traditional and adaptive experiments on adding self-explanation prompts in online homework problems in a CS1 course. This work paves the way for exploring the importance of adaptive experiments in bridging research and practice to achieve continuous improvement in educational settings.
Filippo Lanubile, Silverio Martínez-Fernández, Luigi Quaranta
Building and maintaining production-grade ML-enabled components is a complex endeavor that goes beyond the current approach of academic education, focused on the optimization of ML model performance in the lab. In this paper, we present a project-based learning approach to teaching MLOps, focused on the demonstration and experience with emerging practices and tools to automatize the construction of ML-enabled components. We examine the design of a course based on this approach, including laboratory sessions that cover the end-to-end ML component life cycle, from model building to production deployment. Moreover, we report on preliminary results from the first edition of the course. During the present year, an updated version of the same course is being delivered in two independent universities; the related learning outcomes will be evaluated to analyze the effectiveness of project-based learning for this specific subject.
During the periods of sudden transition to online education, the opportunity to make applications that might attract students' attention to the course has decreased even more. Although this deficiency was tried to be eliminated with videos and simulations, it was not possible to ensure active participation of students in some cases. In this study, the Algodoo program, which can increase the efficiency of the teaching environment by ensuring active participation of students in online lessons and the applications that can be done about Impulse and momentum are explained in detail. A total of 6 different applications were carried out, 1 related to the subject of impulse, 1 related to the momentum, 2 related to the relationship between impulse and momentum change, and 2 related to momentum conservation. At the same time, while developing these applications, the adjustments made on the simulation and the reasons are explained in detail. In this way, both the introduction of the program and the sample application suggestion were presented. The values obtained as a result of the applications were calculated and compared both theoretically and on simulation in different ways. As a result, it has been observed that the values have internal consistency with each other and are also compatible with theoretical calculations. Algodoo program, which allows many interactive applications and can be downloaded for free, is a program that can be used both in lecturing and evaluation processes in physics lessons while online education process.
Jacquelyn Kelly, Alex D. Edgcomb, Jim Bruno
et al.
Researchers have developed numerous effective theory-based practices for teaching undergraduate general education mathematics (UGEM); however, many universities have struggled for decades to close the gap from theory to practice. This gap contributes to the national lack of skilled STEM workers. Recently, an all-online university closed the gap by shifting their philosophical framework for UGEM from traditionalist methodology to a synthesis of seminal theories and practices. This paper disseminates the implementation of theory-based practices in UGEM toward reducing student attrition (withdraw or fail), including: Rationale for theory identification, construction of a philosophical framework, collection of stakeholder input, implementation, evaluation, post-implementation maintenance and communication, and institutional socialization of the new paradigmatic shift. These efforts yielded an attrition reduction from 17.5% to 4.7% in Quantitative Reasoning 1 (QR1) and from 13.9% to 4.0% in QR2. A key reported outcome is a blueprint for an institution to similarly close the gap.