Institute for STEM and Diversity Initiatives (formerly STEM Central Station)

The STEM Station was created through partial support from the National Science Foundation through an I^3 grant in 2010. It represented a definitive and intentional strategy to create and sustain an educational culture where STEM students, faculty and staff are engaged in learner-centered experiences that facilitate successful navigation through critical junctures in their educational and professional careers. The theoretical framework of the STEM Station was the concept of self-authorship.

The institutionalization of the STEM Station is the Institute for STEM and Diversity Initiatives.

Provost Office, Boise State University
Established: 2014

http://stem.boisestate.edu

Profile submitted by Donna Llewellyn

Vision and Goals

The Institute for STEM and Diversity Initiatives aims to build a diverse community of students, faculty, and others involved and invested in science, technology, engineering and mathematics. The primary goal of the Institute is to promote a culture of active inclusive excellence in STEM at Boise State University. The Institute fosters diversity in STEM through

(a) Advocating for and nurturing underrepresented student and faculty success inside and beyond the classroom,
(b) Strengthening avenues of communication and collaboration among University and external partners, and
(c) Conducting and catalyzing STEM educational research.

Whenever possible (when not restricted by funding source), we consider both STEM and Diversity in as broad a context as possible.

Center Structure

The Institute for STEM and Diversity Initiatives is housed under the Vice Provost for Undergraduate Studies. The staff includes an Executive Director, a Diversity Coordinator, a STEM Project Manager, a Data Analyst, and a Management Assistant. In addition, the Institute employs several student workers. The leadership team for the NSF STEM Station grant continue to advise the Executive Director and provide a sounding board for ideas and programs. In addition, there is an internal stakeholder group that allows for connecting with and serving the interests of the whole campus. The Executive Director reports to the Vice Provost for Undergraduate Studies, with a dotted line to the Vice President for Research and Economic Development.

Are there advantages of being structured this way?
We have direct access to both the Provost and the VP for Research. We are also in a unit of other offices dedicated to undergraduate student success so that we can share ideas, collaborate, and learn from each other.

Are there particular challenges that result from this structure?
The dotted line is really whatever we choose to make of it – it does not hold any real accountability. Our office's work extends beyond undergraduates so there are some issues that are not really relevant to some of the other units we are clustered with.

Center Funding

The ISDI is funded through a combination of institutional support (state appropriated funds), grant funds, and local funds (returns from indirects from grants). Our budget primarily goes to pay for the staff, with little funding for operations or materials or programming at this time.

How has this funding structure influenced the undergraduate STEM education programming the center offers?
Some of our programming is built into grants that we run or with whom we coordinate or collaborate. Examples include NSF LSAMP, NASA Space Grant activities, and collaborations with Learning Assistants, REUs and other student research programs funded by a variety of grant sources. Because we don't have a lot of operations money, most of our other programming is accomplished through collaborations with other offices. For example, our STEM education programming also includes a focus on improving faculty practice in effective STEM teaching, so we coordinate with the Center for Teaching and Learning, academic departments, and the Division of Research and Economic Development on STEM education grants.

What are the specific advantages of having a center funded in this way?
We are "forced" to collaborate with other offices and units on campus and with community partners. This means that we are sure that our programming is aligned with other priorities for the university and it gains ownership from multiple leaders, not just our center.

What are the challenges?
It feels like we are regularly "passing the hat" and selling our ideas to others, we can't just decide that something is a good idea and go ahead and do it. Also, some of our staff are on soft money which makes their existence a bit tenuous and insecure. We are always looking ahead at the next grant opportunity. For special events such as summer research conference, we must reach out to solicit external partners.

Has this funding structure has changed over time?
Our center started with strong support from grant-funding for specific programs and personnel, supplemented by funds from indirect returns, three colleges, and the Provost's Office. With the grant ending, it has moved to being more supported by the institution. This has also increased our scope of operations and priorities beyond the goals and activities of the main grants.

Description of Programming

Most of the programming offered through the Institute is done in collaboration with other programs and grants. The Boise State LSAMP program is run out of the office and the Idaho Space Grant Consortium student programs are also organized by this office. Other initiatives include collaborating with the College of Engineering on outreach and recruiting programs, working across campus on graduate student and faculty environments with special attention to those underserved in STEM, and supporting others' work by providing accurate data and other research resources.

Evaluation and Assessment

How does your center demonstrate its value, both in terms of assessing its own programming and responding to external evaluation?
Our grant funded programs are evaluated according to those grants and reports up to the funding agencies. For other programming and operations, it is up to us as to how we demonstrate value. We have an annual stakeholders meeting where we report out what we have accomplished and ask for feedback and guidance about campus priorities. We meet regularly with our collaborators across campus to hear what they need to ensure that we are meeting their needs. We also track all interactions to ensure that we are building community and meeting our partners. We file quarterly reports up to the Vice Provost.

Prior Successes and Impacts from STEM Station

Strategies to address student critical junctures:

Strategies to address faculty critical junctures in teaching:

Strategies to address faculty critical junctures in STEM education research:

Strategies to address university critical junctures

Elements Contributing to Past Success of the STEM Station

The success of the STEM Station success is attributed to the focus on the needs and critical junctures of students and faculty and success with the implementation of the related support programs. The success led to confidence and expectation in the STEM Station to facilitate the development of meaningful solutions, coordination of the collaboration with the right people, and thinking creatively about how to approach the complex problems associated with STEM teaching and learning. We also attribute our past success to addressing the needs of students and faculty based on data. We are research driven - which allowed us to make decisions and determine priorities for our students, faculty and campus based on data, which we felt was critical to our success and to the incredible support we have from the campus and greater STEM education community.

Supplemental Materials

STEM Station Brochure (Acrobat (PDF) 1.2MB Aug1 13)

Essay: Creating and sharing a new mission - Donna Llewellyn, Institute for STEM and Diversity Initiatives, Boise State University


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