Explore the Products

The following materials were created by participants from the October 2020 STEM Futures Workshop. The collection includes a variety of products that illustrate future directions in STEM education: program descriptions, faculty development workshop designs, and more. Each product includes an associated sub-element (e.g. activities, course descriptions, handbooks) to help clarify the direction and substance of the larger product.


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Results 1 - 10 of 26 matches

Montana Space Grant Consortium Hands-on STEM Certificate
Angela Des Jardins, Montana State University-Bozeman; Randal Larimer, Montana State University-Bozeman
Many Montana higher education students don't currently have good access to the real-world STEM experience employers desire. This is due to many factors, such as institutional focus on academic learning and relatively low number of local pre-graduation training and research opportunities. Therefore, Montana Space Grant Consortium (MSGC) has created a hands-on STEM certificate that will form a guided path to prepare the participants to start their careers.

Product Type: Concentrations & Certificates

Community-Based Interdisciplinary STEM Certificate
Nawal BENMOUNA, Montgomery College; Vedham Karpakakunjaram, Montgomery College; Milton Nash, Montgomery College; Rebecca Thomas, Montgomery College
Many contemporary problems that impact our daily lives – from the spread of infectious diseases to climate change – demand expertise from one or more STEM domains. Effective solutions require an understanding that moves beyond STEM, integrating the culture, values, and interests of impacted communities. This Community-Based Interdisciplinary STEM Certificate prepares students to solve complex, interdisciplinary problems in the real-world context of their own communities.

Product Type: Concentrations & Certificates

Translating STEM, Integrating Values
Becky Bates, Minnesota State University-Mankato; Alexandra Bradner, Kenyon College
Translating across disciplines, which are often identified by their different styles of reasoning, is challenging, but responsible citizenship requires the use of multiple perspectives to solve problems. Our translation goal is to value what other disciplines already do and know, and find pathways to incorporate that knowledge both within and outside STEM. This team has considered these translational challenges from both a liberal arts perspective and an engineering/science perspective, and have connected both to the use of narrative and story. We present two credentials in STEM communications and in ethics that help students learn the skills of translation, while practicing integration.

Product Type: Concentrations & Certificates

Biology in Practice: Moving Towards a Research-based Major
Sarah Elgin, Washington University in St. Louis; Shan Hays, Western State College of Colorado; Vida Mingo, Columbia College (SC); Christopher Shaffer, Washington University in St. Louis; Jason Williams, Cold Spring Harbor Laboratory
This program centers on teaching biology through research experiences and practical examples of current issues. We propose alternative implementations, suggestions and insights for achieving a research-centered biology major at institutions of higher learning outside the context of a Research I university.

Product Type: Degree Program

Critical Health Studies Undergraduate Degree Program
Erika Bonadio, Salem College; Spring Duvall, Salem College; Katie Manthey, Salem College; Maria Robinson, Salem College; Jing Ye, Salem College
Critical Health Studies is a transdisciplinary major program of co-taught courses that incorporates STEM subjects (biology, biochemistry, environmental science, psychology, and kinesiology), social sciences (anthropology, sociology, communications, entrepreneurship), and humanities (writing, religion, history, arts), related to health and well-being. Students will proceed through the major in a cohort that is book-ended by project-based learning seminars. A meta focus in action research will lead these cohorts in partnerships with community groups to create meaningful interventions to reduce health inequities. The curriculum will model a decolonized course design to promote fundamental values.

Product Type: Degree Program

Amplifying Humanistic and Meta Knowledge in the Bachelor of Science in Biological Sciences
Joshua Caulkins, Arizona State University at the Tempe Campus; KARIN ELLISON, Arizona State University at the Tempe Campus; Ben Hurlbut, Arizona State University at the Tempe Campus; Kate MacCord, Arizona State University; Amy Pate, Arizona State University at the Tempe Campus; Christian Wright, Arizona State University at the Tempe Campus
The Biological Sciences Degree Program at Arizona State University is in the midst of a revolution. Through institutional support at the level of the Director of the School of Life Sciences, the core courses required of undergraduates in this major are being reviewed and realigned to cutting-edge pedagogical standards, 21st century skills, and national standards for knowledge. Amidst this culture of change, we envision a change in STEM education that provides students with an education that robustly integrates humanistic, meta, and foundational knowledge in order to better prepare them for their lives as professionals and citizens. This project highlights the incorporation of humanistic and meta knowledge into the Biological Sciences Degree Program.

Product Type: Degree Program

Accelerated Engineering Certificate at Holyoke Community College
Melissa Paciulli, Holyoke Community College; Adrienne Smith, Holyoke Community College; Gordon Snyder, Holyoke Community College; Ileana Vasu, Holyoke Community College
The Holyoke Community College (HCC) Team developed a unique approach to assist STEM students with accelerated learning in the Community College setting, which will position first year students for internships and research opportunities faster, to increase persistence and completion of a certificate. This program is focused on the recruitment of historically marginalized students and supports our Colleges Strategic Plan, to support the needs of our Hispanic student Community. Holyoke Community College is currently a HSI withroughly 26% Hispanic students. By supporting our student's development of technical skills, coupled with essential skills, students will be able to work in industry at an earlier point in their academic journey. We will be using high-impact practices, coupled with accelerated learning, in a supported community to fast track our students.

Product Type: Concentrations & Certificates

Educators Certificate: STEM in the Public Interest
Eliza Jane Reilly, National Center for Science and Civic Engagement; Davida Smyth, The New School; Jay Labov, National Academies of Sciences, Engineering, and Medicine
Our team aims to create a certification for STEM educators that applies the ideals and strategies of SENCER (Science Education for New Civic Engagements and Responsibilities) and adds practical professional development in pedagogy, science communication, and community collaboration. SENCER courses and programs use civic problems and big interdisciplinary public challenges (e.g. infectious disease, climate change, etc) with student-centered pedagogy to teach rigorous foundational knowledge while building civic awareness. Because SENCER courses take a problem-based, systems approach to learning, they inevitably engage the humanistic and social science knowledge, as well as meta-knowledge and skills, that learners need to be scientifically informed civic agents in their communities. The certificate program will help instructors teach STEM content "through" pressing social and civic problems of direct relevance to local communities by providing: course/program design guides, student-centered pedagogical training, grounding in principles of effective science communication and informal science learning, and the development of collaborative opportunities with community-based STEM educators.

Product Type: Concentrations & Certificates

Faculty Development Workshop: Transforming the student learning experience in STEM courses through modules that connect fundamental knowledge with social issues​​
Lisa Lewis, Albion College; Kathryn Miller, Washington University in St. Louis; Gary Reiness, Lewis & Clark College; Jim Swartz, Grinnell College
This workshop is designed to train faculty in implementation of socially-relevant modules that convey foundational concepts in introductory STEM courses as part of motivating, engaging, promoting the success of, and retaining students. Participants will create a product to implement themselves and be equipped to present the workshop to others.

Product Type: Training & Professional Development Programs

Convergence of Engineering and Allied Disciplines through Symbiotic Course-Pairs
Kavitha Chandra, University of Massachusetts-Lowell; Christopher Hansen, University of Massachusetts-Lowell; David Willis, University of Massachusetts-Lowell; Yanfen Li, University of Massachusetts-Lowell
The proposed transformative engineering approach integrates core engineering knowledge with allied disciplines, which are defined as disciplines that promote student development of professional skills/dispositions (humanistic and meta knowledge). Specific skills/dispositions the program addresses will include: ethical reasoning, communication, leadership, meta-cognitive skills, creativity, cultural awareness and teamwork. Examples of allied disciplines for engineering students include: humanities, social sciences, arts, and management and entrepreneurship.

Product Type: Degree Program