Blog
Change Topics (Working Groups)
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College/University Staff
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Target AudienceIntegrating across Academic and Student Affairs to Support Underrepresented Students in STEM: Lessons from the CSU STEM Collaboratives
Posted: Feb 21 2018 by
Target Audience: College/University Staff, Non-tenure Track Faculty, Tenured/Tenure-track Faculty, Institution Administration
Program Components: Supporting Students:Mentoring Program, Academic Support
The challenges of keeping undergraduate students in STEM programs and getting them to complete their degrees are well-documented and frequently discussed by members of this group and a wide audience of stakeholders around the country (Eagan, Hurtado, Figueroa, & Hughes, 2014). For students from underrepresented backgrounds, these challenges are even steeper, as they may have experienced inadequate high school preparation in math and science, an unwelcoming or chilly climate in college, or poorly taught introductory STEM courses (Tsui, 2007). Many existing interventions for underrepresented students in STEM tend to target small groups and remain disconnected from other support programs for low-income, first-generation, or minority students. Additionally, most existing support programs have either not included or not coordinated with ongoing efforts to reform introductory STEM curriculum and teaching. More
Academic Advising: Leverage Point for Systemic Change Initiatives?
Posted: Nov 29 2017 by
Target Audience: College/University Staff, Non-tenure Track Faculty, Tenured/Tenure-track Faculty, Institution Administration
Program Components: Professional Development:Advising and Mentoring, Supporting Students:Academic Support, Professional Preparation
I am beginning my sixteenth year as an academic adviser; I have worked at large research universities, a small state college, and a small private college. My experiences and scholarly work have taught me that the day-to-day decisions academic advisers make can have a significant impact on how the university functions. Academic advising is structurally designed to include one on one conversations with students regarding the direction of their education, what their current challenges are, what they have learned, and what they want to learn in the future. As a result of this structure, advisers are uniquely positioned to have in-depth conversations about the university's mission, and why the curriculum is structured the way it is; this unique position can also allow advisers to function as a leverage point for change initiatives. More
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