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Systemic Transformation of Education through Evidence-based Reform (STEER)
Gerry Meisels, University of South Florida
STEER seeks to create a culture that reflects a strong balance between teaching and research, and values both. STEER promotes the adoption of evidence-based teaching practices in all science, technology, engineering and mathematics (STEM) courses, especially in the large-enrollment gateway courses. To facilitate systemic change, the University of South Florida (USF) and Hillsborough Community College (HCC) are partnering to offer professional development for faculty and strengthening coordinated student advising, because the number of STEM community college students transferring to USF exceeds the number who began their studies at USF. STEER's comprehensive approach also addresses other factors that may influence students' academic experiences, such as graduate teaching assistant (GTA) training, student advising, course alignment, institutional policies related to teaching, and physical infrastructure such as classroom configuration. This effort is supported in part by the National Science Foundation, grant number DUE1525574.

Activity Types: Workshops, Teaching Circles/Learning Communities
Program Components: Outreach:Policy Change, Inter-Institutional Collaboration, Presentations/Talks, Supporting Students:Mentoring Program, Professional Development:Advising and Mentoring, Diversity/Inclusion, Cultural Competency, Curriculum Development, Pedagogical Training, Institutional Systems:Incentive/Reward Systems, Evaluating Promotion and Tenure, Physical Infrastructure, Interdepartmental Collaboration, Strategic Planning, Evaluating Teaching, Supporting Students:Student Engagement
Target Audience: Teaching/Learning Assistants, Underrepresented Minority Students, Transfer Students, First-year College Students, College/University Staff, Non-tenure Track Faculty, Tenured/Tenure-track Faculty, Institution Administration
Point of Intervention: Multiple Institutions
Institution Type: Doctorate-granting Universities:Highest Research Activity

Academic Investment in Mathematics & Science (AIMS)
W. Robert (Bob) Midden, Bowling Green State University-Main Campus
This is a comprehensive scholarship and support program designed to enhance the success of under-represented minority students and women in earning undergraduate degrees in STEM fields.

Program Components: Outreach:Marketing Campaign, Student Recruiting, Outreach to K12 Teachers and Students, Alumni Program, Supporting Students:Clubs/Social Activities, Professional Preparation, Student Engagement, Tutoring, Mentoring Program, Bridge Program, Learning Communities, Undergraduate Research, Internships, Scholarships, Grants, Workstudy, Academic Support, Quantitative Skills, Cohort Program
Target Audience: First-year College Students, First Generation College Students, Undergraduate Majors, Underrepresented Minority Students
Point of Intervention: Institution
Institution Type: Doctorate-granting Universities:Higher Research Activity

Pre-Calculus and Calculus 1 Readiness Workshops
Tom Cheatham, Middle Tennessee State University
Students with gaps in their mathematics background are at risk of not succeeding in their upcoming math class. We have begun to do 3-day intensive math workshops the week before the students starts the class to help students fill some of the gaps that may prevent them from succeeding in the course. These workshops have proven to be an inexpensive way to help at-risk students succeed. Students who have previously taken the course, those with poor math ACT scores, students who have not taken math in several years, and others are invited to participate for free. They get to know other students who are in the same boat as they are in and a professor (6 hours per day for 3 days). They fill some gaps and learn that you can study math for a long period of time without dying. Data from the first few semesters is promising.

Activity Types: Workshops
Program Components: Supporting Students:Bridge Program, Bootcamp, Student Engagement, Academic Support
Target Audience: Undergraduate Majors, First Generation College Students, English Language Learners, Underrepresented Minority Students, Undergraduate Non-Majors
Point of Intervention: Major/Department
Institution Type: Doctorate-granting Universities:Moderate Research Activity

The Peer Learning Association
Jean Heitz, University of Wisconsin-Madison
The Peer Learning Association (PLA) is a registered student organization and works with interested faculty in development of peer learning programs tailored to the needs of the students in their courses.

Activity Types: Teaching Circles/Learning Communities
Program Components: Supporting Students:Student Engagement, Learning Communities, Outreach:Informal Education
Target Audience: Transfer Students, Underrepresented Minority Students, Undergraduate Majors
Point of Intervention: Course
Institution Type: Doctorate-granting Universities:Highest Research Activity

Faculty Study Circles
Bryan Dewsbury, University of Rhode Island
In this program we engage faculty in small study circles (<8 members) of books on race and privilege as they pertain to higher education. Study circles meet for three individual sessions, and discuss various elements of the chosen book. Books chosen in the past include Whistling Vivaldi (Claude Steele), Blindspot (Anthony Greenwald and Mahzarin Banjani) and the Righteous Mind (Jonathan Haidt). At the end of session three, the study circle identifies concrete changes the university community can engage in on issues relating to race and privilege, as suggested by the reading material.

Activity Types: Teaching Circles/Learning Communities
Program Components: Professional Development:Accessibility, Diversity/Inclusion, Cultural Competency
Target Audience: Non-tenure Track Faculty, Tenured/Tenure-track Faculty, Institution Administration, Post-doctoral Fellows, Graduate Students
Point of Intervention: Institution
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

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