Pre-Conference Workshops: 2017 Transforming STEM Higher Education
Thursday, November 2, 12:00 – 3:00 p.m.
Separate registration and fee: members $125; nonmembers $195
Achieving Science Practice Skills for STEM Success
Based on a growing body of literature in science education, the academic community knows “what works” in the STEM classroom---what works to help students better understand the content of a discipline and gain the 21st century skills necessary to conduct investigations and be successful in different areas of STEM. What works are the evidence-based, active-learning methods that should populate every STEM course, in all “lectures," laboratories, and discussion sections. These methods include practice in using and analyzing data, critical thinking, quantitative reasoning, communication, and experimental design, among several other skills. While we know what works and while faculty have knowledge of evidence-based methods, the problem in gaining widespread use of these improved pedagogies relates to the actual implementation and sustained use of active learning in the classroom. This workshop will focus on providing faculty with the tools they need to help students develop the skills necessary for today’s technology—and science-driven world. During this workshop, participants will engage with examples of evidence-based methods and activities to adapt or implement in their classrooms as well as strategies to improve the success rate of all STEM students, regardless of their science background.
Gordon E. Uno, David Ross Boyd Professor, Department of Microbiology and Plant Biology—University of Oklahoma
Becoming HIP: Embedding High-Impact Practices in STEM to Increase Equity, Student Success, and ELOs
Intentional inclusion of High-Impact Practices (HIPs) and AAC&U’s Essential Learning Outcomes (ELOs) in STEM courses produces better scientists and increases student achievement, especially for traditionally underrepresented students. Importantly, these “new majority” students show even higher gains in learning from HIPs than their peers, thus fostering equity in STEM. Participants in this interactive workshop will explore how this approach can maximize the number of ELOs in introductory science courses without removing essential content. We will also discuss strategies for building students’ higher-order cognitive and metacognitive skills, along with a growth mindset, which increases student resilience. Not only does making STEM courses more “HIP” help students, it also increases instructor satisfaction and enjoyment. Participants will learn how to incorporate ELOs and HIPs into STEM courses. They will consider how current practices may unintentionally place certain students at greater risk of attrition; comprehend the distinctive roles that writing and collaborative projects play in student learning and sense of belonging; and envision ways to adopt and assess these practices both in individual courses and across a department.
Ellen Goldey, Dean of the Wilkes Honors College, Florida Atlantic University; and Michael Reder, Director, Joy Shechtman Mankoff Faculty Center for Teaching and Learning, Connecticut College
The Pre-Tenure and Post-Tenure Faculty Experience: An Alternative Mentoring Framework
This workshop will to start a new type of discussion about mentoring by describing the common problems that pre-tenure and post-tenure faculty experience and examine why traditional mentoring programs fail to meet those needs. Dr. Rockquemore will propose and engage participants in an alternative framework for mentoring that focuses on needs assessment and shifts the idea of mentoring from a relationship between two faculty members towards building a broad network of support, community and accountability. The workshop will conclude with a presentation of best practices in mentoring pre-tenure, under-represented and mid-career faculty.
Kerry Ann Rockquemore, President and CEO—National Center for Faculty Development and Diversity
Achieving Gender Diversity in Engineering
Despite continued efforts to attract and retain women, the percentage of women earning degrees in engineering remains low nationally. At the Thayer School of Engineering at Dartmouth College, however, more than 50% of the undergraduate degrees in engineering were awarded to women in 2016, and well over 40% of the current engineering students are women, a level more than twice the national average. Dartmouth, along with a few other campuses, are approaching gender parity. What are these institutions doing differently? How can the approaches being used at these institutions be adapted at other campuses with different missions or different scales? During this workshop participants will examine and evaluate approaches being used to attract and retain women including courses that are open-ended, interdisciplinary and project-based, a focus on design and innovation, multiple entry points to engineering, a flexible curriculum, an emphasis on the liberal arts, and more. Participants will analyze data from programs that have achieved noteworthy gender diversity, explore the evidence and research that supports these programs, and develop and critique plans for achieving gender diversity in engineering at their own campuses.
Joseph J. Helble, Dean and Professor of Engineering, Thayer School of Engineering and Vicki V. May, Professor of Engineering—both of Dartmouth University