NSEC 2017 National
Conference
Concurrent Session I Abstracts
Friday, June 23, 2017, at 1:30 PM
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Enhancing the STEM Pathway: An Integrated Multicampus Research Program
Time: Friday, June 23, 2017 at 1:30 PM
Location: Queen Anne Parlor
Speakers: John Rand, University of Hawaii System
Additional Authors:
Abstract: A new initiative that is being developed by the University of Hawaii Office of STEM Education
(OSE) called the Teaching and Research Action Clusters in STEM - (TRACS). The project will employ and
extend an existing and long-term, multi campus “vertically-integrated” model to improve undergraduate
student engagement and retention in STEM pathways from community colleges to four-year STEM
campuses. The TRACS initiative enhances the traditional pathway model by integrating undergraduate
research experience (URE) into the pathway curriculum. The TRACS initiative attempts to address the
following opportunities: Can undergraduate students earn credit conducting undergraduate research
across multiple campuses? Will the best-practices of the Engineering-specific VIP model transfer to
other STEM disciplines including Physical Sciences, Information and Communication Technology (ICT),
and Biological Sciences? What infrastructure, policies, and practices does the University of Hawaiʻi need
to support current and future undergraduate research coordination across the ten campus system?
Deliberative Democracy Pedagogy: a tool to broaden and engage
Time: Friday, June 23, 2017 at 1:30 PM
Location: Bonnet Carre
Speakers: Gwen Shusterman, Portland State University
Additional Authors: Jack Barbera, Portland State University; Erin Shortlidge, Portland State University;
Lisa Weasel, Portland State University; and Ellen Skinner, Portland State University
Abstract: The model of Deliberative Democracy Pedagogy (DDP), an active learning strategy, is based on
deliberative democratic models of citizen engagement in science policy making. This integrative
pedagogical approach, revises the delivery of conventional introductory science content around
modules that engage students with current science policy controversies. Essential to this model is the
scaffolding of individual and collaborative student experiences with peer-reviewed research, media
coverage, and personal and community connections, which is built into the course structure. Through
these experiences, students integrate both scientific and social and ethical content in the deliberative
learning framework.
https://serc.carleton.edu/StemEdCenters/prog_descriptions/174269.html
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NSEC 2017 National Conference
Concurrent Session II Abstracts
Friday, June 23, 2017, at 2:25 PM
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From Concept to Culture: Moving from a Targeted Faculty Development Project towards a Campus-
wide Reform Ecosystem
Time: Friday, June 23, 2017 at 2:25 PM
Location: Orleans
Speakers: Wilella Burgess, Purdue University
Additional Authors: Loran Parker, Purdue University
Abstract: Instruction Matters: Purdue Academic Course Transformation (IMPACT) began in 2010 as a
grassroots effort to transform large gateway courses to become more student centered. In 2013 IMPACT
was recognized as a university priority by the President and changed from a small grassroots effort to a
large institutional effort to refocus campus culture on student-centered pedagogy and success; increase
student engagement, competence, and learning gains; focus course redesign on research-based
pedagogies; and conduct rigorous assessment to inform future courses. Faculty from 10 of Purdue’s 11
colleges have participated in IMPACT professional development and redesigned over 200 courses to
include student-centered pedagogies. This presentation will describe the growth of IMPACT including
reflection on questions such as: •
The impact of bottom-up versus top-down approach on faculty
perceptions; • Negotiating differences in values, language, culture, and needs among diverse
stakeholders; • Identifying and capturing ripple effects of your intervention.
SPARCT: Results and Sustainability of an Interdisciplinary STEM Faculty Development Program
Time: Friday, June 23, 2017 at 2:25 PM
Location: Queen Anne Parlor
Speakers: Laura Frost, Florida Gulf Coast University
Additional Authors: Jackie Greene, Tanya Huffman, Brian Johnson, and Tanya Kunberger, Florida Gulf
Coast University
Abstract: SPARCT (STEM Professional Academy for Reinvigorating the Culture of Teaching), originally
funded through NSF-WIDER, provides professional development in evidence-based classroom practices
for STEM faculty teaching introductory STEM courses. The expected outcomes for the program include:
(1) enhancing scholarship of teaching and learning (SoTL) by SPARCT faculty, (2) improving evidence-
based practices targeting the introductory STEM classroom, (3) developing long-term Faculty Learning
Communities (FLCs)s in STEM instruction, (4) developing professional peer-observation strategies for the
STEM classroom, and (5) enhancing student learning in introductory STEM courses as a result of SPARCT
faculty development. This session discusses data and results aligned with the outcomes over the three
years of SPARCT. By involving at least 25% of Florida Gulf Coast University’s STEM faculty over the three
years, SPARCT is creating a community of STEM scholars, reinvigorating interdisciplinary connections,
developing learning threads, and increasing the university community’s potential to transform the
teaching culture.