The Science Advancement through Group Engagement Program (SAGE) was launched by the Academic Resource Center (ARC) in 2009 in conjunction with curricular reform for the Introductory Chemistry courses at Duke University.
The SAGE Program serves first and second year undergraduates with interest in and high potential for STEM careers, but who may not have the foundation necessary for successful college science learning at a highly selective university. SAGE is currently offered for the introductory chemistry sequence (4 courses).
Sage is administered and funded by the Academic Resource Center.
The SAGE program focuses on mindsets and skill sets necessary to prepare students for leadership, change, and continuous learning in a 21st century knowledge economy. SAGE facilitates the holistic development of undergraduate science students through a model that blends community-based learning with individualized coordination of campus resources.
SAGE and the Larger Duke Community
The SAGE program is emblematic of the interdisciplinary perspective and work of the Academic Resource Center (ARC). Through a team based approach, the ARC staff:
- facilitates the concurrent academic, psychological, and social development that occurs as a student transitions through college
- extends academic learning outside the classroom through community-centric programming
- builds the capacities and skills of learners, peer educators, faculty, and staff to work with diverse individuals and groups.
The SAGE program advances the University goals by facilitating academic engagement for early college science students, bolstering emerging scholars with comprehensive resources, encouraging a culture of collaborative intellectual curiosity, and developing leaders who are skilled facilitators of diverse teams. Through simultaneous development of science skills, learning skills and mindsets, interpersonal abilities, and self-awareness, SAGE seeks to facilitate the success of higher education students as 21st century learners. By learning in a community and intentionally developing in multiple dimensions, students are better prepared to lead and collaborate with others to solve complex problems that often involve interdisciplinary issues and diverse stakeholders.
- Andrea Marritt
- Morgan Williams