STEM Education Innovation Programs

Submit a Program Description » The goal of this database is to serve as a searchable collection of effective practices and programs that support improving undergraduate STEM education. Use the text search and the boxes at the right to narrow the collection based on particular aspects that you are interested in.

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Results 1 - 10 of 40 matches

Building the capacitiy for a robust STEM Teacher Preparation Program
Katherine Chen, Worcester Polytechnic Institute
The Teacher Preparation Program (TPP) in the STEM Education Center at Worcester Polytechnic Institute (WPI) is a distinctive program where WPI undergraduates earning a bachelor's degree in science, mathematics, or engineering can also obtain an initial teaching license in the state of Massachusetts, all within four years at the university. We are conducting design-based research on our teacher preparation program and local school system, and developing the infrastructure for our teacher candidates to be effective STEM teachers in high-need schools.

Program Components: Supporting Students:Cohort Program, Professional Preparation
Target Audience: Undergraduate Majors, Pre-Service K12 Teachers

Science Education Initiative
Stephanie Chasteen, University of Colorado at Boulder
Science Education Initiative (SEI) was a transformative initiative aimed at changing STEM teaching practices in university settings. The SEI was successfully implemented in two institutions (University of Colorado Boulder and The University of British Columbia) over a period of 10 years. The SEI centered on department-based Discipline-Based Education Specialists (DBESs), disciplinary experts with training in the science of teaching and learning who serve as catalysts of change within departments. The two SEIs have influenced the teaching of hundreds of faculty and the learning of tens of thousands of students per year by promoting the use of evidence-based teaching practices in STEM. These teaching practices are informed by research on teaching and learning, and often include some element of active learning. The lessons learned from the SEI are included in the Science Education Initiative Handbook, linked in this listing.

Program Components: Supporting Students:Student Engagement, Professional Development:Curriculum Development, Pedagogical Training, Student Assessment, Course Evaluation, Institutional Systems:Incentive/Reward Systems, Personnel/Hiring, Supporting Students:Quantitative Skills
Target Audience: Undergraduate Non-Majors, Undergraduate Majors, Post-doctoral Fellows, Tenured/Tenure-track Faculty
Point of Intervention: Major/Department
Institution Type: Doctorate-granting Universities:Highest Research Activity

Creative Scientific Inquiry Experiences
Ellene Tratras Contis, Eastern Michigan University
The Creative Scientific Inquiry Experience (CSIE) is a STEM-related program funded by the U.S. Department of Education that connects students with faculty and with community projects through an integrated science curriculum. We specialize in creating learning experiences for students in STEM fields through innovative courses and student events. Our courses are 1-2 credit hours, and faculty work with community partners to develop coursework that allows students to work on real-world problems.

Activity Types: Workshops, Teaching Circles/Learning Communities, Conferences
Program Components: Outreach:Inter-Institutional Collaboration, Student Recruiting, Presentations/Talks, Professional Development:Student Assessment, Institutional Systems:Incentive/Reward Systems, Professional Development:Curriculum Development, Pedagogical Training, Advising and Mentoring, Diversity/Inclusion, Institutional Systems:Interdepartmental Collaboration, Supporting Students:Mentoring Program, Clubs/Social Activities, Outreach:Informal Education, Supporting Students:Student Engagement, Bootcamp, Tutoring, Outreach:Marketing Campaign
Target Audience: Institution Administration, Tenured/Tenure-track Faculty, Underrepresented Minority Students, Undergraduate Non-Majors, First-year College Students, Undergraduate Majors, First Generation College Students
Point of Intervention: Institution
Institution Type: Doctorate-granting Universities:Moderate Research Activity

Windows on the Inquiry Classroom
Christopher Bauer, University of New Hampshire-Main Campus
The project is a comprehensive documentation of an inquiry-based course, a college-level interdisciplinary exploration of the nature of heat, temperature, and energy (Fire and Ice). The door to this classroom is open for observations at any time for teachers, teacher educators, professional developers, researchers, and science learners. The entire course is available at the University of New Hampshire Scholars Repository: https://scholars.unh.edu/bauer. All 27 class sessions are captured in 10-minute video segments from four angles, including instructor and student teams. All course documents are also available: daily agenda, student team instructions and work products, and hands-on activity procedures. There are behind-the-curtain stories as well: instructor previews and debriefing for each class, graduate interns reviewing every class, student focus groups, and videos about course design process.

Activity Types: Workshops, Teaching Circles/Learning Communities, Journal Clubs/Brown Bags
Program Components: Professional Development:Pedagogical Training, Course Evaluation, Supporting Students:Student Engagement, Professional Development:Student Assessment, Curriculum Development
Target Audience: Non-tenure Track Faculty, College/University Staff, Tenured/Tenure-track Faculty, Teaching/Learning Assistants, Post-doctoral Fellows, Graduate Students, Institution Administration, In-Service K12 Teachers, Pre-Service K12 Teachers
Point of Intervention: College/School
Institution Type: Doctorate-granting Universities:Highest Research Activity

Learning Environment and Academic Research Network (L.E.A.R.N.)
Travis York, APLU
A program that invites science, technology, engineering, and mathematics students to become a part of a supportive learning community. F-L.E.A.R.N. is for students entering UCF from high school. T-L.E.A.R.N. is for students entering UCF from a state/community college. L.E.A.R.N is for , students must be incoming freshman or transferring from a state college, who will start in summer or fall and major in one of the following disciplines: -Engineering and Computer Science -Science (Biology, Chemistry, Biomedical Sciences, Biotechnology, Math, Physics, Forensic Science, Psychology, and Statistics) -Optics and Photonics.

Activity Types: Teaching Circles/Learning Communities
Program Components: Supporting Students:Learning Communities, Undergraduate Research, Scholarships, Grants, Workstudy, Mentoring Program
Target Audience: Undergraduate Non-Majors, Undergraduate Majors, First Generation College Students, Underrepresented Minority Students, First-year College Students
Point of Intervention: College/School

Health Sciences and Technology Academy (HSTA)
Travis York, APLU
The Health Sciences & Technology Academy increases the number of African American and other underrepresented students in West Virginia who pursue degrees in health sciences and science, technology, engineering, and mathematics (STEM) majors, thereby increasing the number of health practitioners and advocates in the medically undeserved communities of West Virginia. HSTA helps West Virginia high school students succeed in health care and other STEM-based undergraduate and graduate degree programs. We marshal the efforts of hundreds of mentors―teachers, community members, and higher-education faculty, staff, and students―to create a framework that supports children facing social and financial challenges in obtaining a diploma and furthering their education.

Activity Types: Conferences, Workshops
Program Components: Supporting Students:Professional Preparation, Mentoring Program, Bootcamp, Student Engagement, Internships, Professional Development:Pedagogical Training
Target Audience: K12 Students

LAUNCH: Learning Communities
Travis York, APLU
Learning communities (LCs) are opportunities for students to actively participate in their education. Learning communities connect students with others of similar interests or backgrounds, enrich the learning process and promote greater student success. Creating a rich learning environment, learning communities emphasize relationships and community building among students, faculty and staff. LCs usually feature small group interaction, common intellectual experiences, and mentorship from peers and/or faculty. Students gain insight into the context for course material, develop a social network and support, are exposed to new experiences and develop their critical thinking skills.

Activity Types: Teaching Circles/Learning Communities
Program Components: Supporting Students:Academic Support, Mentoring Program, Learning Communities
Target Audience: Undergraduate Majors, First Generation College Students, Undergraduate Non-Majors, First-year College Students, Underrepresented Minority Students
Point of Intervention: Institution

LAUNCH: Undergraduate Research
Travis York, APLU
LAUNCH is an acronym that stands for Learning Communities (L), Academic Excellence (A), Undergraduate Research (U), National Fellowships (N), Capstones (C), and Honors (H). LAUNCH is a unit of Undergraduate Studies housed in Academic Affairs under the Provost at Texas A&M University. LAUNCH: UGR promotes, coordinates, creates, and assesses undergraduate programs involving creative scholarship, inquiry, and research in all academic disciplines at Texas A&M. The programs serves as an introduction for first generation, low income, and/or under-represented students in STEM research through first year research teams, summer research programs, research presentations, and research and graduate program informationals.

Program Components: Supporting Students:Undergraduate Research, Professional Development:Advising and Mentoring, Supporting Students:Mentoring Program
Target Audience: Undergraduate Majors, Transfer Students, First Generation College Students, First-year College Students, Graduate Students, Undergraduate Non-Majors, Non-tenure Track Faculty, Underrepresented Minority Students, Tenured/Tenure-track Faculty
Point of Intervention: Major/Department

NM EPSCoR Early Career Leadership Workshop
Travis York, APLU
The New Mexico EPSCoR Post Doc Leadership Workshop is an innovative 3-day intensive, residential program designed to enhance the professional skills of post-doctoral scholars in science, technology, engineering and mathematics (STEM) disciplines. The workshop uses interactive approaches to develop leadership skills that contribute to post doc career development and success.

Activity Types: Workshops
Program Components: Professional Development:Diversity/Inclusion, Supporting Students:Mentoring Program, Professional Preparation, Professional Development:Advising and Mentoring
Target Audience: Graduate Students, Post-doctoral Fellows, Tenured/Tenure-track Faculty, Non-tenure Track Faculty
Point of Intervention: Institution

Water Network for Team STEM (WaNTS)
Travis York, APLU
Pacific Resources for Education and Learning (PREL), working with multiple partner agencies in the Republic of the Marshall Islands (RMI) and in Pohnpei (PNI) State of the Federated States of Micronesia, two rural and remote jurisdictions of the U.S.-Affiliated Pacific Islands (USAPI), proposes a two-year Design and Development Launch Pilot, Water Network for Team STEM, (WaNTS). WaNTS will nurture greater participation of Indigenous Pacific Islanders in STEM fields, facilitated by a collective impact model that employs the locally meaningful topic of clean drinking water as a vehicle for both K–12 engagement and broader community organization and action. Intergenerational and cross-jurisdiction networking will meld Western STEM with local ecological knowledge, empowering Inclusive Informal Science Learning Teams (IISLTs), Advisory Groups, and multiple, local, school-based Water Quality Management Teams (WQMTs), impacting thousands of residents. A repository of locally applicable educational materials will be created, maintained, and disseminated.

Activity Types: Conferences, Workshops
Program Components: Supporting Students:Learning Communities
Target Audience: Undergraduate Majors, Transfer Students, First Generation College Students, First-year College Students, Undergraduate Non-Majors, K12 Students, Underrepresented Minority Students
Point of Intervention: Multiple Institutions