Rock Stars in the Classroom: Student Success and Retention in STEM
Where: Online via Zoom
When: 9/30 12:00pm-1:00pm, 10/7 12:00pm-1:00pm, and 10/14 12:00pm-1:00pm
Who: Full-time and adjunct STEM faculty, school specialists and liaisons, and interested parties!
- Who is successful in your introductory STEM course? Who is not? Why?
- What active learning strategies have been shown to effectively engage students of all backgrounds in courses?
- What societally-relevant data might help engage students in your classroom? What are you already using?
Please join us for a series of three workshops "Rock Stars in the Classroom: Student Success and Retention in STEM" designed to show you some new teaching tricks to engage students of varied backgrounds. Who is successful (or not) in your STEM courses? What evidence-based techniques can you use to improve the outcomes for all of your students, but especially those historically under-represented in STEM disciplines? Please join us for a workshop series and a follow-up discussion:
Workshop 1: (September 30, 2020) What are the demographics of successful students in your courses? What are the factors that might contribute to the variations and inequities that likely exist?
Workshop 2: (October 7, 2020) How can we create a sense of belonging for all of our students in the classroom? What do actual scientists look like? How can we demonstrate to students they can be scientists too?!
Workshop 3: (October 14, 2020) What are the clear connections we can help students make between science and their daily lives? How can we incorporate societally-relevant data to increase student engagement and foster retention?
Follow-up Discussion: (through November 24, 2020) What did you try? How did it work? Share with the group on our discussion board!
It would be great if attendees participated in all three workshops and the follow-up discussion, but it is not required. Please register at this link by Friday, September 25th.
- Jessica Barone and Amanda Colosimo
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.