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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Activity Types
Target Audience
- English Language Learners 1 match
- First Generation College Students 3 matches
- First-year College Students 4 matches
- Graduate Students 1 match
- In-Service K12 Teachers 2 matches
- K12 Students 2 matches
- Non-tenure Track Faculty 1 match
- Pre-Service K12 Teachers 1 match
- Teaching/Learning Assistants 1 match
- Tenured/Tenure-track Faculty 1 match
- Transfer Students 2 matches
- Undergraduate Majors 3 matches
- Underrepresented Minority Students 3 matches
Point of Intervention
Institution Type
Program ComponentsResults 1 - 4 of 4 matches
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.
Target Audience: Underrepresented Minority Students, Undergraduate Majors, First-year College Students, First Generation College Students
Point of Intervention: Institution
Institution Type: Doctorate-granting Universities:Higher 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.
Program Components: Professional Development:Student Assessment, Curriculum Development, Pedagogical Training, Diversity/Inclusion, Institutional Systems:Incentive/Reward Systems, Interdepartmental Collaboration, Outreach:Outreach to K12 Teachers and Students, Supporting Students:Student Engagement, Outreach:Presentations/Talks, Supporting Students:Professional Preparation
Target Audience: Undergraduate Majors, First-year College Students, Tenured/Tenure-track Faculty, Transfer Students, Non-tenure Track Faculty, Teaching/Learning Assistants, Underrepresented Minority Students, First Generation College Students, Graduate Students
Point of Intervention: Course
Institution Type: Doctorate-granting Universities:Higher Research Activity
STEMcoding project
Chris Orban, Ohio State University-Main Campus
Groups like code.org have revolutionized computer science education for the elementary school and junior high levels. But for the most part the revolution has not yet reached high-school STEM courses like physics, math and chemistry. The STEMcoding project exists to re-imagine introductory STEM courses with computer science in mind. Many schools are unable to offer computer science, but they may have a physics, or chemistry or math teacher who could integrate coding into some part of their course if there was coding content that was well aligned with the learning objectives of that course.
Program Components: Supporting Students:Mentoring Program, Professional Development:Student Assessment, Institutional Systems:Interdepartmental Collaboration, Supporting Students:Undergraduate Research, Outreach:In-Service Teacher Training, Outreach to K12 Teachers and Students, Informal Education
Target Audience: K12 Students, First-year College Students, In-Service K12 Teachers
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.
Program Components: Professional Development:Advising and Mentoring, Pedagogical Training, Curriculum Development, Outreach:In-Service Teacher Training, Outreach to K12 Teachers and Students, Presentations/Talks
Target Audience: Pre-Service K12 Teachers, English Language Learners, In-Service K12 Teachers, Undergraduate Majors, First Generation College Students, Transfer Students, First-year College Students, Underrepresented Minority Students, K12 Students
Institution Type: Doctorate-granting Universities:Highest Research Activity