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.

You can add your own program to the database by completing the database submission form.

Skip to search results Skip to search facet filtersSkip to text search formSkip to pagination


Current Search Limits:
Program Components
Professional Development > Cultural Competency

Results 1 - 3 of 3 matches

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: Conferences, Workshops
Program Components: Professional Development:Accessibility, Advising and Mentoring, Diversity/Inclusion, Supporting Students:Professional Preparation, Mentoring Program, Professional Development:Cultural Competency
Target Audience: College/University Staff, Underrepresented Minority Students, Institution Administration, Undergraduate Majors, Graduate Students, First-year College Students, K12 Students
Point of Intervention: Multiple Institutions
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: Teaching Circles/Learning Communities, Workshops
Program Components: Outreach:Inter-Institutional Collaboration, Policy Change, Professional Development:Cultural Competency, Institutional Systems:Incentive/Reward Systems, Professional Development:Curriculum Development, Pedagogical Training, Advising and Mentoring, Diversity/Inclusion, Outreach:Presentations/Talks, Institutional Systems:Evaluating Promotion and Tenure, Supporting Students:Mentoring Program, Student Engagement, Institutional Systems:Evaluating Teaching, Physical Infrastructure, Interdepartmental Collaboration, Strategic Planning
Target Audience: Tenured/Tenure-track Faculty, Non-tenure Track Faculty, College/University Staff, Underrepresented Minority Students, Institution Administration, First-year College Students, Teaching/Learning Assistants, Transfer Students
Point of Intervention: Multiple Institutions
Institution Type: Doctorate-granting Universities:Highest Research Activity

Faculty Study Circles
Bryan Dewsbury, Florida International University
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:Diversity/Inclusion, Accessibility, Cultural Competency
Target Audience: Tenured/Tenure-track Faculty, Graduate Students, Post-doctoral Fellows, Institution Administration, Non-tenure Track Faculty
Point of Intervention: Institution
Institution Type: Doctorate-granting Universities:Highest Research Activity