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Stephanie E. August
California State University-Los Angeles
Stephanie E. August is a Visiting Professor in Engineering Education at California State University, Los Angeles. Previously she held positions as a Program Director in the Division of Undergraduate Education at the National Science Foundation and Professor of Computer Science, Seaver College of Science and Engineering, Loyola Marymount University (LMU), Los Angeles. At NSF, she served on the Workforce at the Human-Technology Frontier working group and supports data science efforts in the Directorate for Education and Human Resources. Stephanie is currently studying how undergraduate STEM education is evolving to address and adapt to ubiquitous technology, online interactive digital and virtual learning environments, and demographic changes. Prior to NSF and LMU, Stephanie served as a staff engineer at Hughes Aircraft Company. Her current research interests lie in online interactive digital and virtual learning environments and infusing other disciplines with computing concepts. She is also interested in computational models of reasoning by analogy and exploring the boundaries between people and machines. Her teaching repertoire includes courses in databases, artificial intelligence, programming, and several co-taught interdisciplinary courses. She received her B.A. in Slavic Languages and M.S. and Ph.D. in Computer Science, all from the University of California, Los Angeles. @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:-536870145 1107305727 0 0 415 0;}@font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-536859905 -1073697537 9 0 511 0;}@font-face {font-family:Futura; panose-1:2 11 6 2 2 2 4 2 3 3; mso-font-alt:Futura; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-1610612049 1342185802 0 0 159 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}div.WordSection1 {page:WordSection1;}
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Other Contributions (2)
Overview of a Biology Degree part of STEM Futures:Product Elements
Biology as a domain can no longer remain siloed off from other bodies of knowledge without risking underserving or alienating our future students. While new majors have emerged to seemingly integrate the study of life with specialized skills or concepts (e.g. bioengineering, computational biology, science and society), all of these represent further fracturing of biology as a discipline rather than bringing together critical components that future biologists need to thrive and serve their communities.
An Ecosystem Intersecting Humanities, Computational, and Engineering Disciplines with Cultural and Other Assets of Our Communities part of STEM Futures:Products
A manifesto, as used in this document, refers to a public declaration of views or stances, acknowledging what is generally already commonly-held knowledge from publications and past conversations, but then presenting new ideas of what should be done. We are crafting this manifesto to make our vision for the future of STEM education clear to others and give examples of what we could someday attain. This document serves as a guide for faculty and administrators in higher education who are interested in widening access and participation. We seek to guide all agents involved (students, faculty and staff) toward achieving their full potential by first identifying, then moving away from traditional models of higher education based on industrial metaphors which focus on production and system efficiency, and standardized inputs and outputs, into an ecosystem-based model, in which agents are seen as assets that enrich a learning environment, valued for who they are, their strengths, their desires, and the dreams they bring in, and they are nurtured to thrive. It is only by shifting our thinking from metaphors of production to ones of growth that we can open up alternative futures.