Nsec 2017 National Conference
Yüklə 1,09 Mb. Pdf görüntüsü
|
- Bu səhifədəki naviqasiya:
- Concurrent Session I Abstracts
- Location
- Concurrent Session II Abstracts
NSEC 2017 National Conference
Friday, June 23, 2017, at 1:30 PM
18 | P a g e
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?
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 - & -
Handout1 &
Handout2 -&
Handout3
NSEC 2017 National Conference
Friday, June 23, 2017, at 2:25 PM
19 | P a g e
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
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. Yüklə 1,09 Mb. Dostları ilə paylaş:
|