Program Descriptions


Help

Results 1 - 10 of 18 matches

Communities of practice for engaging faculty in STEM course reform
Laura Hahn, University of Illinois at Urbana-Champaign
At large research-intensive universities, teaching STEM at scale has posed instructional challenges to faculty who are unaccustomed to addressing pedagogy in a collective, sustainable manner. At our institution, through strategic implementation of communities of practice, we are beginning to integrate the qualities of a strong, collaborative research culture into the context of teaching.

Activity Types: Teaching Circles/Learning Communities
Program Components: Supporting Students:Undergraduate Research, Professional Development:Pedagogical Training, Curriculum Development, Institutional Systems:Strategic Planning, Interdepartmental Collaboration, Supporting Students:Student Engagement
Target Audience: Non-tenure Track Faculty, Tenured/Tenure-track Faculty, Undergraduate Majors, Institution Administration, College/University Staff
Point of Intervention: College/School
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

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

Enabling Faculty to Adopt Deliberative Democracy Pedagogy: a tool to broaden and engage
Gwen Shusterman, Portland State University
This project has been focused on catalyzing pedagogical innovation in introductory science courses. In particular, structures have been put in place to facilitate the implementation of the model of Deliberative Democracy Pedagogy (DDP). DDP is an active learning strategy, based on deliberative democratic models of citizen engagement in science policymaking. This integrative pedagogical approach, revises the delivery of conventional introductory science content around modules that engage students with current science policy controversies. Teaching teams of faculty and graduate students have attended summer pedagogical workshops, developed curricular modules, implemented the modules and participated in regular Communities of Practice meetings.

Activity Types: Workshops, Teaching Circles/Learning Communities
Program Components: Outreach:Presentations/Talks, Professional Development:Student Assessment, Curriculum Development, Pedagogical Training, Diversity/Inclusion, Institutional Systems:Incentive/Reward Systems, Supporting Students:Professional Preparation, Student Engagement, Institutional Systems:Interdepartmental Collaboration, Outreach:Outreach to K12 Teachers and Students
Target Audience: Teaching/Learning Assistants, Graduate Students, First Generation College Students, Transfer Students, First-year College Students, Non-tenure Track Faculty, Underrepresented Minority Students, Tenured/Tenure-track Faculty, Undergraduate Majors
Point of Intervention: Course
Institution Type: Doctorate-granting Universities:Higher 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

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

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

Learning Assistant Program
Jillana Finnegan, Boise State University
The Learning Assistant (LA) program at Boise State University matches peer leaders with a specific STEM course and instructor to support both the faculty and students. The Learning Assistant supports faculty in implementing active learning strategies in class and facilitates peer study groups outside of class. Our program focuses on recruiting, selecting, and training peer leaders for exceptional communication and facilitation skills.

Program Components: Supporting Students:Professional Preparation, Academic Support, Institutional Systems:Personnel/Hiring, Supporting Students:Mentoring Program, Tutoring
Target Audience: Teaching/Learning Assistants
Point of Intervention: Course
Institution Type: Doctorate-granting Universities:Moderate 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

1 2 Next»