Pathways to Student Success in STEM: Incorporating Active Learning Strategies, Diversity, and Effective Course Design

Where: Virtual (Zoom)

When:

  • Active Learning Strategies (Wednesday, September 16 @2-3:30p CST)
  • Diversity Session (Wednesday, October 14 @2-3:30)
  • Course Design (Wednesday, November 18 @2-3:30), Register Now »

Who: All STEM Faculty

Workshop Goals

  • Educating our educators on active learning practices (ie, Student centered learning and non-traditional learning methods)
  • Increase student engagement and diversity in programs (sharing SAGE2YC data, discuss methods for incorporating inclusivity and diversity)
  • Inform our instructors about how to implement effective course design methods

Workshop Description

Exciting new changes are happening in STEM at Fletcher! As we embark on this new journey, we ask you to join us in a series of workshops that will cover important topics to help ensure student success in STEM. The first session will cover a variety of active learning strategies that can be incorporated into a single lesson or course-wide, as well as in face-to-face courses or online. The second session will cover methods for increasing diversity in the classroom and employing culturally responsible teaching methods. The third session will cover effective course design methods, including backwards course design, formative assessments, and online course layouts. Upon conclusion of this workshop series, our aim is for you to be equipped with the tools necessary to ensure student retention and success in both the traditional and virtual classrooms.

Workshop Conveners

  • SAGE Team: Jacqueline Richard, Holly Kilvitis, Christie Landry

If you would like further information about the workshop, please contact Jacqueline.richard@Fletcher.edu

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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