Summary of Association of American Colleges and Universities (AAC&U) Conference on Transforming STEM Education: Inquiry, Innovation, Inclusion, and

Evidence (October 31, 2013 November 2, 2013)

SESSION TITLE
Effectively implementing evidence-based active learning strategies

SPEAKER
Edward E. Prather

AFFILIATION
U of Arizona Astronomy

SUMMARY
Presenter discussed how information gathered through various forms of on-thespot assessments can inform teaching in very large (>500 students) astrophysics classes. A learning assistant model was presented that made use of teaching assistants to aid students in and out of class. Rapid feedback techniques, such as observations and paper clickers, were used. Presenter discussed the responsibility of faculty to engage science students at a higher level (expectations). He used fairy tales as models for reinventing undergraduate science education. He called for educators to use the science of teaching and learning and authentic research opportunities for students to improve students skills. Presenter shared the experiences and quotes from a group of black male engineering students. The stories shared emphasize the importance of a number of factors to the success of underrepresented minorities (URMs) in STEM. These factors include 1) a sense of community and belonging; 2) academic support; 3) relatable role models; 4) belief in their ability to succeed by themselves and others (e.g. professors, administrators, family). Presenter contended that most students do not perform poorly because of lack of cognitive ability, but because of behaviors that are not conducive to their success. She provided practical metacognitive strategies that students have used to improve their performance and data to support the strategies success. She advocates teaching Blooms to students along with metacognition so that they can understand how they learn. Presenters discussed the activities under two programs SMILE (NSF HBCUUP) and RISE (NIH) to promote retention of URM in STEM majors. These activities included mentorship (peer and faculty), research opportunities, summer training camps, peer-led workshops and summer online math courses. Data presented indicated the positive impact of these programs.

Persistence in science by all students: Lessons learned from the Little Red Hen and other fairy tales

David J. Asai*

HHMI Science Education

Understanding the him in STEM: Sharing the stories of African American male scholars in engineering

Robert E. Hayes, III

U of Alabama Student Affairs

Metacognition and motivation: Advancing STEM learning for all students

Saundra Yancy McGuire#

LSU Chemistry

Implementation and outcomes of highimpact practices across STEM disciplines at an HBCU

Andrew D. Lloyd^

Delaware State U Biological Sciences

*Keynote speaker # Plenary Speaker ^This session was presented by a four-person team. The other three members were Cynthia van Golen, Biological Sciences; Margie R. Vela-Sianjina, SMILE Asst. Project Director; Rashida Z. Davis, RISE Program Coordinator.

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SESSION TITLE
Professional learning communities: Advancing faculty innovation in STEM

SPEAKER
Teresa E. Ebersole@

AFFILIATION
Comm. College of Baltimore Biology

SUMMARY
Presenters discussed their professional learning communities (PLC) as an integrated component of their professional development program for STEM faculty. The PLC focused on active peer mentoring. Also included were intense workshops that included creating personal and career development plans with goals. The focus of this PLC is the nurturing and support of new faculty. Four universities came together with funding from HHMI to create curriculum that connects biology with chemistry, math and physics. The goal is that this curriculum will support the eight competencies recommended for students looking to enter medical school as well as a more integrated understanding of the sciences. Learn more about the National Experiment in Undergraduate Science Education (NEXUS) project and the 8 SFFP competencies. Presenters discussed a leadership program incorporating the four conditions that enhance student retention articulated by Vincent Tinto in Completing College: Rethinking Institutional Action expectations, support, feedback and involvement. The program targeted at risk students (i.e. first generation, URMs, below average ACT scores and GPAs). Results show a superior retention rate for program participants (in the college of biological sciences) over institutional graduation rates. Presenters discussed the Scientific Thinking and Integrative Reasoning Skills (STIRS) initiative. The goal of this initiative is to improve the ability of undergraduate students to use evidence to solve problems and make decisions using evidence-based learning. AAC&U is calling for applications for STIRS scholars who will, among other things, create case studies to support the initiative. Learn more about the STIRS Initiative and the application deadline.

Competency-based reforms of the undergraduate biology and premedical curriculum

Katerina Thompson+

U of MD, College Park Dir. of UG Res.

Leadership education as a tool to increase retention and graduation of biological sciences students

Nicole Letawsky Shultz$

U of MN, Twin Cities Biological Sciences

Advancing scientific thinking and integrative reasoning skills: The STIRS Project

Katherine Hunting&

Environmental Health George Wash. U

@ +

This session was presented by a two-person team. The other team member was Sonja A. Schmitz, Biology. This session was presented by a four-person team. The other three members were Michael Gaines, Asst. Provost of UG Res., U of Miami; David Sanders, Biological Science, Purdue U; William LaCourse, Mathematics, U of MD, Baltimore County. $ This session was presented by a two-person team. The other team member was Meaghan Stein, Biological Sciences. & This session was presented by a two-person team. The other team member was Kevin Hovland, Global Learning and Curricular Change, AAC&U.

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SESSION TITLE

SPEAKER

AFFILIATION

SUMMARY
Presenters discussed the initiative to provide students with research experiences through all four years of their programs of study to increase retention, engagement and sustain interest in STEM. Research experiences were incorporated into selected courses. Courses were strategically chosen to ensure that every student encountered a research experience in all four years. Faculty were provided funding (up to $8,000) to develop or redesign courses to incorporate a research experience. Preliminary data was presented that indicated the positive impact of the initiative. Presenter discussed the role that each of us has as a change agent. She discussed her experiences at XULA, HHMI and her current institution, Lewis & Clark College. She pointed out that although the wheels of change turn very slowly, with persistence, a tough skin and a steady focus on doing what is best for students, one can bring about institution-wide transformation. Presenters discussed the inferior place of American adults in the area of numeracy (problem solving and the ability to use numerical and mathematical concepts) when compared to counterparts in other developed nations. CUNY has developed an online course designed to teach faculty how to incorporate quantitative reasoning into courses in virtually all disciplines and assess the effectiveness of the practices. The Numeracy Infusion Course for Higher Education (NICHE) website provides a wealth of resources for teaching numeracy. You may also wish to sign up for the NICHE course.

Integrating authentic undergraduate research throughout the curriculum: A course-embedded model

Judy AwongTaylor%

Science & Tech. GA Gwinnett College

Institutional Change: An evolving revolution that begins one voice at a time

Tuajuanda C. Jordan#

Chemistry Lewis & Clark College

Using best practices to teach the faculty: A numeracy infusion course for higher education

Esther Isabelle Wilder

Sociology CUNY

This session was presented by a five-person team. The other members were Thomas Mundie, Dean; David Pursell, Chemistry; Allison DCosta, Biology; Greta Giles, Biology; Clay Runck, Biology. # Plenary Speaker This session was presented by a two-person team. The other team member was Elin Waring, Sociology

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