NSEC 2017 National
Conference
Bio of Speakers
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Kacy Redd, Assistant Vice President of Science and Mathematics Education Policy, APLU; Co-Director
Network of STEM Education Centers
Kacy Redd is the assistant vice president of science and mathematics
education policy at the Association of Public and Land-grant Universities
(APLU). APLU is a higher education association in Washington, DC, with a
membership of 235 public research universities in the US, Canada, and
Mexico. She co-directs the Network of STEM Education Centers (NSEC),
which currently links 149 STEM Education Centers (SEC) at 126
institutions (from 246 SECs at 182 institutions identified to date). NSEC is
funded by the National Science Foundation (NSF #1524832) and has
received funding from the Alfred P. Sloan Foundation. Dr. Redd also
manages APLU’s Science and Mathematics Teaching Imperative (SMTI),
a commitment by 132 public research universities to improve science
and mathematics teacher preparation. She serves as staff lead for
APLU’s Research Intensive Committee, a committee of 15 presidents of
RU1 institutions, and for the Public Access Working Group, which
provides guidance to institutions on making publications and data publicly accessible. Redd received her
PhD in neuroscience from Columbia University.
NSEC 2017 National Conference
Map
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Lobby Level
Mezzanine I
Lobby Level
NSEC 2017 National Conference
Bio of Speakers
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Mezzanine II
Rooftop
NSEC 2017 National Conference
Rapid Talk Abstracts
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Systemic Transformation of Education through Evidence-based Reform (STEER)
First Round: Friday, June 23, 2017 at 10:20 AM
Speakers: Gerry Meisels, University of South Florida
Additional Authors:
Abstract: STEER seeks to create a culture that reflects a strong balance
between teaching and research,
and values both. STEER promotes the adoption of evidence-based teaching practices in all science,
technology, engineering and mathematics (STEM) courses, especially in the large-enrollment gateway
courses. To facilitate systemic change, the University of South Florida (USF) and Hillsborough
Community College (HCC) are partnering to offer professional development for faculty and
strengthening coordinated student advising, because the number of STEM community college students
transferring to USF exceeds the number who began their studies at USF. STEER's comprehensive
approach also addresses other factors that may influence students' academic experiences, such as
graduate teaching assistant (GTA) training, student advising, course alignment, institutional policies
related to teaching, and physical infrastructure such as classroom configuration. This effort is supported
in part by the National Science Foundation, grant number DUE1525574. To learn more visit:
https://serc.carleton.edu/StemEdCenters/prog_descriptions/174212.html
Enabling Faculty to Adopt Deliberative Democracy Pedagogy: a tool to broaden and engage
First Round: Friday, June 23, 2017 at 10:20 AM
Speakers: Gwen Shusterman, Portland State University
Additional Authors:
Abstract: This project has been focused on catalyzing pedagogical innovation in introductory science
courses. In particular, structures have been put in place to facilitate the implementation of the model of
Deliberative Democracy Pedagogy (DDP). DDP is an active learning strategy, based on deliberative
democratic models of citizen engagement in science policymaking. This integrative pedagogical
approach, revises the delivery of conventional introductory science content around modules that
engage students with current science policy controversies. Teaching teams of faculty and graduate
students have attended summer pedagogical workshops, developed curricular modules, implemented
the modules and participated in regular Communities of Practice meetings. To learn more visit:
https://serc.carleton.edu/StemEdCenters/prog_descriptions/174269.html
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Communities of practice for engaging faculty in STEM course reform
First Round: Friday, June 23, 2017 at 10:20 AM
Speakers: Laura Hahn, University of
Illinois at Urbana-Champaign
Additional Authors: Geoffrey Herman, Jose Mestre, Matthew West, and Jonathan Tomkin, University of
Illinois at Urbana-Champaign
Abstract: At large research-intensive universities, teaching STEM at scale has posed instructional
challenges to faculty who are unaccustomed to addressing pedagogy in a collective, sustainable manner.
At our institution, through strategic implementation of communities of practice, we are beginning to
integrate the qualities of a strong, collaborative research culture into the context of teaching. To learn
more visit:
https://serc.carleton.edu/StemEdCenters/prog_descriptions/173930.html