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UG Major for the School of Molecular and Cellular Biology
Melissa Michael, University of Illinois at Urbana-Champaign
Development of a broad-based, undergraduate biology major that allowed students more freedom to design their own path through the biological content.

Program Components: Professional Development:Curriculum Development, Institutional Systems:Degree Program Development
Target Audience: Tenured/Tenure-track Faculty, Undergraduate Majors
Point of Intervention: College/School
Institution Type: Doctorate-granting Universities:Highest Research Activity

College of Computing and Informatics (CCI) Business Partners
Maryalicia Johnson, University of North Carolina at Charlotte
UNC Charlotte has the largest number of IT students in the Carolina's and one of the largest in the nation through the College of Computing and Informatics (CCI). Currently, the CCI Business Partners program has nearly 50 companies that work hand-in-hand with the College to provide career prep and workforce readiness to the students. Students work with the Business Partner companies/employers to practice professional development skills, and the result is a robust IT talent pipeline to support the economic development of the whole region.

Activity Types: Journal Clubs/Brown Bags , Teaching Circles/Learning Communities, Workshops, Conferences
Program Components: Outreach:Public Outreach, Supporting Students:Scholarships, Grants, Workstudy, Professional Development:Diversity/Inclusion, Advising and Mentoring, Curriculum Development, Institutional Systems:Degree Program Development, Supporting Students:Mentoring Program, Outreach:Informal Education, Supporting Students:Internships, Student Engagement, Outreach:Marketing Campaign
Target Audience: Graduate Students, Transfer Students, Undergraduate Majors, Undergraduate Non-Majors, First Generation College Students, Underrepresented Minority Students
Point of Intervention: College/School
Institution Type: Doctorate-granting Universities:Higher Research Activity

Teachers in Industry
Bruce Johnson, The University of Arizona
Teachers in Industry is a partnership between the University of Arizona College of Education, Tucson Values Teachers, Southern Arizona Leadership Council, and more than 40 industry partners along with Arizona school districts, schools, and teachers. We offer teachers a combination of paid summer work experiences in Arizona businesses and industries and intensive coursework leading to either professional development credits or a master's degree focused on STEM education. The purposes of Teachers in Industry are to 1) increase teacher retention rates and 2) to equip teachers with experiences needed to prepare their students for the 21st century workforce.

Program Components: Outreach:In-Service Teacher Training
Target Audience: In-Service K12 Teachers
Institution Type: Doctorate-granting Universities:Highest Research Activity

STEM Professional Academy to Reinvigorate the Culture of Teaching (SPARCT)
Laura Frost, Florida Gulf Coast University
A multidisciplinary STEM faculty professional development program called STEM Professional Academy to Reinvigorate the Culture of Teaching (SPARCT) is completing its second year at Florida Gulf Coast University. SPARCT includes a 36-hour summer STEM academy and a commitment to a faculty learning community during the subsequent academic year. We chronicled faculty development progress through video interviews with participants, student retention, interest, and confidence in SPARCT participant classes, and faculty feedback on programming.

Activity Types: Workshops, Teaching Circles/Learning Communities
Program Components: Professional Development:Advising and Mentoring, Pedagogical Training, Curriculum Development, Outreach:Inter-Institutional Collaboration
Target Audience: Non-tenure Track Faculty, Tenured/Tenure-track Faculty
Point of Intervention: Institution
Institution Type: Master's Colleges and Universities

Departmental Action Teams (DATs)
Daniel Reinholz, San Diego State University
SITAR aims to improve undergraduate STEM education by professionalizing educational practice through measurement, assessment, and cultural change. We focus on department-wide change to achieve more coherent, long lasting reforms. Our project uses a three-layer approach: (1) We work with groups of faculty through Departmental Action Teams (DATs) to create sustainable mechanisms to address educational issues in an ongoing fashion (bottom up); (2) We apply targeted approaches to individual departments to stimulate cultural change (middle out); and (3) We work with the administration and faculty senate to promote and incentivize the use of evidence-based teaching practices (top down). We support these three layers with infrastructure provided by the AAU and our collaborations with our Office of Informational Technology (OIT) to develop and import technology for better utilizing already existing institutional student data.

Activity Types: Teaching Circles/Learning Communities
Program Components: Professional Development:Curriculum Development, Student Assessment, Pedagogical Training
Target Audience: College/University Staff, Non-tenure Track Faculty, Tenured/Tenure-track Faculty, Institution Administration, Undergraduate Majors, Undergraduate Non-Majors, First-year College Students
Point of Intervention: Major/Department
Institution Type: Doctorate-granting Universities:Highest Research Activity

Active Learning Pedagogy Support: Disciplinary faculty learning communities supported by Learning Assistants
Charles De Leone, California State University-San Marcos
The Active Learning Pedagogy Support (ALPS) program supports faculty development, course transformation, and cross-campus coordination by creating discipline-based faculty learning communities and supporting them with Learning Assistants. Initiated at California State University San Marcos (CSUSM) and Palomar Community College (Palomar), the project has supported ALPS cohorts in mathematics and chemistry. The ALPS program was developed as part of the NSF-funded STEM Talent Expansion Program (STEP) project "Increasing STEM Talent through Regional Partnerships, Recruiting, and Retention," DUE-1068477.

Activity Types: Journal Clubs/Brown Bags , Teaching Circles/Learning Communities
Program Components: Supporting Students:Academic Support, Professional Development:Pedagogical Training, Curriculum Development, Institutional Systems:Incentive/Reward Systems, Outreach:Inter-Institutional Collaboration
Target Audience: Teaching/Learning Assistants, Tenured/Tenure-track Faculty, Non-tenure Track Faculty
Point of Intervention: Major/Department
Institution Type: Master's Colleges and Universities

UA-AAU STEM Collaborative Learning Spaces Project
Lisa Elfring, The University of Arizona
The Collaborative Learning Spaces Project (CLSP), an extension of the UA AAU Undergraduate STEM Education Project, is a university-wide collaborative effort at the University of Arizona to develop classroom environments that are more suitable for active learning pedagogies than traditional lecture halls. Instructors and their teaching teams who are using these rooms receive training and participate in faculty learning communities (FLCs) to explore best practices and innovative ideas for use of these spaces.

Activity Types: Teaching Circles/Learning Communities, Workshops
Program Components: Professional Development:Student Assessment, Pedagogical Training, Course Evaluation, Accessibility, Supporting Students:Student Engagement, Institutional Systems:Physical Infrastructure, Interdepartmental Collaboration, Evaluating Teaching, Professional Development:Diversity/Inclusion
Target Audience: First Generation College Students, Graduate Students, Transfer Students, Underrepresented Minority Students, Teaching/Learning Assistants, Pre-Service K12 Teachers, Tenured/Tenure-track Faculty, Institution Administration, Non-tenure Track Faculty, College/University Staff, Undergraduate Majors, English Language Learners, Undergraduate Non-Majors, First-year College Students
Point of Intervention: Institution
Institution Type: Doctorate-granting Universities:Highest Research Activity

An Education Research Professional Learning Community for STEM Faculty
Louis Nadelson, Utah State University
The STEM Education Research Scholars Group (SERSG) is a faculty community of practice (FCP) focused on increasing knowledge and experience in STEM education research. The participants applied to be part of the group (eight scholars per cohort) which was facilitated by an expert educational researcher, and committed to engage in both individual and group STEM education research projects. At the end of the fourth year, I conducted an exploratory study of the program outcomes and influences by surveying the 31 program alumni.

Activity Types: Teaching Circles/Learning Communities
Program Components: Outreach:Public Outreach, Informal Education, Supporting Students:Academic Support, Professional Development:Pedagogical Training, Student Assessment, Institutional Systems:Evaluating Teaching, Supporting Students:Professional Preparation
Target Audience: Tenured/Tenure-track Faculty
Institution Type: Doctorate-granting Universities:Higher Research Activity

BreakThru: The Georgia STEM Accessibility Alliance (GSAA)
Nathan W. Moon, Georgia Institute of Technology-Main Campus
BreakThru is a five-year National Science Foundation (NSF) funded project to broaden the participation of students with disabilities in secondary and postsecondary STEM education.

Activity Types: Workshops, Conferences
Program Components: Supporting Students:Professional Preparation, Professional Development:Cultural Competency, Advising and Mentoring, Accessibility, Diversity/Inclusion, Supporting Students:Mentoring Program
Target Audience: K12 Students, First-year College Students, Undergraduate Majors, Underrepresented Minority Students, Institution Administration, Graduate Students, College/University Staff
Point of Intervention: Multiple Institutions
Institution Type: Doctorate-granting Universities:Highest Research Activity

Institutional Impact of Scaling-up Course-Embedded Undergraduate Research Experiences (CUREs)
Judy Awong-Taylor, Georgia Gwinnett College
Georgia Gwinnett College was established in 2006 as a public liberal arts institution with a mission to provide open access to all high school graduates regardless of SAT scores. In 2011, The School of Science and Technology (SST) implemented a program for enhancing student engagement and learning in all STEM disciplines. GGC's Four-year Undergraduate Research and Creative Experience (4YrURCE) program is based upon a discipline-specific course-embedded research model which scaffolds multiple research and creative experiences for all STEM majors during all four years of matriculation. To date, 54 courses have been re-designed as CUREs and over 3,000 students (unduplicated count) are impacted annually. Longitudinal program-level assessment data includes student performance, student attitudinal, and faculty attitudinal data gathered over the past five years of the initiative.

Activity Types: Workshops, Conferences
Program Components: Supporting Students:Student Engagement, Professional Development:Course Evaluation, Student Assessment, Curriculum Development, Pedagogical Training, Diversity/Inclusion, Institutional Systems:Incentive/Reward Systems, Supporting Students:Tutoring, Institutional Systems:Interdepartmental Collaboration, Evaluating Teaching, Supporting Students:Undergraduate Research
Target Audience: First Generation College Students, Underrepresented Minority Students, Undergraduate Majors, Undergraduate Non-Majors, College/University Staff, Tenured/Tenure-track Faculty, Non-tenure Track Faculty, Institution Administration, First-year College Students
Point of Intervention: College/School
Institution Type: Baccalaureate Colleges

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