Program Descriptions


Help

Results 1 - 10 of 22 matches

Developing and implementing institution data dashboards to drive course transformation
Shanna Shaked, University of California-Los Angeles
We are working with institutional research folks, deans and other interested faculty to develop and implement institutional data dashboards that can be used to foster conversations and interventions to improve teaching.

Activity Types: Workshops, Teaching Circles/Learning Communities
Program Components: Institutional Systems:Evaluating Teaching, Professional Development:Pedagogical Training, Curriculum Development, Student Assessment, Supporting Students:Student Engagement
Target Audience: Tenured/Tenure-track Faculty, Institution Administration, Non-tenure Track Faculty
Point of Intervention: Course
Institution Type: Doctorate-granting Universities:Highest Research Activity

Early College High School and STEM Academy: Strategies for Breaking the Generational Poverty Cycle in Rural America
Gary E. Briers, Texas A & M University
School-wide Early College--for ALL high school students at Roscoe Collegiate ISD (RCISD)--and STEM Academy designation have led to four private-public partnerships in STEM-related enterprises. More than 90% of RCISD's seniors complete an associate of science degree at high school graduation. Simultaneously, students earn industry-recognized certification in STEM fields as FAA-licensed UAV pilots, veterinary assistants, health care workers, welders, and/or computer technicians/network administrators. Because students earn a college parallel associate degree (versus an associate of applied science"often considered a "terminal degree"), graduates can and do continue to matriculate into STEM majors for baccalaureate degrees. These results are in a public school district with fewer than 30 graduates annually in a rural community of fewer than 2,000 residents. Two additional goals remain to be achieved: 90% of those associate degree/high school diploma recipients will earn baccalaureate degrees and 90% of those will earn a graduate or professional degree.

Activity Types: Workshops
Program Components: Professional Development:Pedagogical Training, Advising and Mentoring, Outreach:In-Service Teacher Training, Outreach to K12 Teachers and Students, Presentations/Talks, Professional Development:Curriculum Development
Target Audience: Transfer Students, Undergraduate Majors, First Generation College Students, English Language Learners, In-Service K12 Teachers, Pre-Service K12 Teachers, Underrepresented Minority Students, First-year College Students, K12 Students
Institution Type: Doctorate-granting Universities:Highest Research Activity

Teaching Rubric for Tenure Process
Chad Brassil, University of Nebraska at Lincoln
Developed a teaching rubric as a faculty in order to reduce variance among tenure cases.

Program Components: Institutional Systems:Incentive/Reward Systems, Evaluating Promotion and Tenure, Evaluating Teaching
Target Audience: Institution Administration, Tenured/Tenure-track Faculty
Point of Intervention: Major/Department
Institution Type: Doctorate-granting Universities:Highest Research Activity

Teaching Quality Framework Initiative
Noah Finkelstein, University of Colorado at Boulder
This effort provides framework for supporting and assessing teaching quality across all departments on a campus (i.e. a Teaching Quality Framework, or TQF). The TQF has two essential elements: (1) categories that define teaching as a scholarly activity, and (2) a change process for implementation. To assess teaching quality, we draw on three perspectives--faculty members, their students, and their peers--as sources of data. The TQF scholarly categories are held constant across departments, but each department contextualizes them according to the specifics of their discipline. The implementation strategy is grounded in theories of organizational change and is designed to lead to campus-wide adoption. This strategy is not a top-down mandate; it focuses on bringing together key faculty leaders and departments and providing them with a structure to co-create, test, and evaluate an assessment system in the context that makes the most sense to them.

Activity Types: Teaching Circles/Learning Communities
Program Components: Institutional Systems:Evaluating Teaching, Professional Development:Student Assessment, Course Evaluation, Institutional Systems:Personnel/Hiring, Incentive/Reward Systems, Evaluating Promotion and Tenure
Target Audience: College/University Staff, Tenured/Tenure-track Faculty, Institution Administration, Non-tenure Track Faculty
Point of Intervention: Institution
Institution Type: Doctorate-granting Universities:Highest 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:Inter-Institutional Collaboration, Policy Change, 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, Supporting Students:Student Engagement, Institutional Systems:Interdepartmental Collaboration, Strategic Planning, Evaluating Teaching, Outreach:Presentations/Talks
Target Audience: Underrepresented Minority Students, College/University Staff, Transfer Students, First-year College Students, Non-tenure Track Faculty, Teaching/Learning Assistants, 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:Outreach to K12 Teachers and Students, 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:Presentations/Talks
Target Audience: Graduate Students, First Generation College Students, Teaching/Learning Assistants, First-year College Students, Underrepresented Minority Students, Undergraduate Majors, Non-tenure Track Faculty, Transfer Students, Tenured/Tenure-track Faculty
Point of Intervention: Course
Institution Type: Doctorate-granting Universities:Higher Research Activity

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: Undergraduate Majors, College/University Staff, Tenured/Tenure-track Faculty, Institution Administration, Non-tenure Track Faculty
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, Alumni Program, Supporting Students:Clubs/Social Activities, Outreach:Outreach to K12 Teachers and Students, Supporting Students:Cohort Program, Student Engagement, Tutoring, Mentoring Program, Bridge Program, Learning Communities, Undergraduate Research, Internships, Scholarships, Grants, Workstudy, Academic Support, Quantitative Skills, Professional Preparation
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, Student Engagement, Bootcamp, 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

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:Cultural Competency, Diversity/Inclusion, Accessibility
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

1 2 3 Next»