STEM Student Success Series

Session #1 Fostering Inclusive Learning Communities

Session #2 Empowering Students to Become Self-Regulated Learners

Session #3 Cultivating Your Students' STEM Identity

Where: Virtual through Zoom

When: Session 1 - September 15, Session 2 - October 30, Session 3 - November 30. Register and join us for one or all three!

Who: Any Clark College STEM faculty (full time and part time*) and MESA students.

       *We regret that we are unable to provide a stipend for attendance.

Workshop Goals

This workshop is designed to teach evidence-based techniques for addressing disparities in student success in STEM classes. In this three part workshop you will:

  • Design class activities that create an inclusive learning community
  • Develop ways to help students be self-regulated learners and incorporate a growth mindset
  • Develop strategies to help students identify with and as scientists

Workshop Description

Explore equity issues in STEM classrooms with a three part series on student success. This series of workshops will address research-based initiatives to retain and support a more diverse student population.

  • Session 1 will focus on strategies that encourage a student's sense of belonging in your classroom and address equity concerns impacting student success
  • Session 2 will address a student's understanding of metacognition and teach strategies for student self-regulated learning.
  • Session 3 will share how to help students develop a science identity in your classroom

Participants will create a plan to implement at least one related instructional strategy in one or more courses at each session.

Workshop Conveners

  • Kathleen Perillo
  • Michelle Stoklosa
  • Rebecca Martin

If you would like further information about the workshop, please contact

To register for our upcoming session, please click on the link on the left side of the page.

This workshop is part of the Supporting and Advancing Geoscience in Two-Year Colleges: Faculty as Change Agents project and is supported by the National Science Foundation Division of Undergraduate Education through grants DUE 1525593, 1524605, 1524623, and 1524800.






Disclaimer: Any opinions, findings, conclusions or recommendations expressed in this website are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

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