Presentations: Session K
What did we START? Three Years Supporting Intergenerational Department Change Teams to Build Anti-racist Courses and Curricula
Stacey Lawrence, Brown University
James Valles, Brown University
Eric Kaldor, Brown University
Dana Hayward, Brown University
Mary Wright, Brown University
Monica Linden, Brown University
The third iteration of START's semester-long program is currently underway. To date, 20 departmental teams have participated in the START program. These departments include 9 STEM departments (biology; chemistry; computer science; earth, environmental and planetary sciences; mathematics; neuroscience; and three biomedical departments). This presentation will offer an overview of the START curriculum, best practices and revisions to the facilitation process that we have made along the way, and outcomes from the completed START cohorts. The program evaluation includes end-of-program learning gains and measures of course changes and departmental projects one year after completion.
A Unique Approach to Diversifying the STEM Pipeline: Creating a STEM center despite funding, faculty support and engagement challenges
Narges Hadi, Texas Tech University
Jessica Spott, Texas Tech University
Transforming Undergraduate Education by Building Racial Equity-Centered STEM Courses
Veronica McGowan, University of Washington-Tacoma Campus
Rachel E. Scherr, University of Washington-Tacoma Campus
Carrie Tzou, University of Washington-Tacoma Campus
Improving the Center's Lever: Strategic addition of a co-curricular activity to improve STEM faculty and student success
Ken Griffith, Texas Tech University
Alyssa Kramer, Texas Tech University
Abby Miller, Texas Tech University
Torrey Stubblefield, Texas Tech University
Mckenna Mckay, Texas Tech University
In 2016, the Teaching, Learning & Professional Development Center (TLPDC), Texas Tech University's CTL, created the STEM Teaching, Engagement and Pedagogy (STEP) Program. To date, the STEP Program has continued to provide evidence-based teaching and professional development to nearly 100 STEM faculty from all STEM departments across the university system. In 2019, the STEP Program piloted a one-course Learning Assistant Program, modeled loosely after two STEM faculty members who leveraged experienced undergraduates in their individual courses. Prior to the STEP Program LA pilot, these individual efforts had not gained widespread adoption or financial support by the university. Since joining the Learning Assistant Alliance, the STEP LA Program has grown to serve students and faculty in over twenty courses, with over 120 LAs, thanks to significant investments by upper administration, which in large part, were awarded to the TLPDC because of its centrality and record of programmatic success.
During this presentation, we will describe how STEM-specific efforts within a CTL are best positioned to enhance co-curricular programming. This strategy leverages the convergence of faculty development, institutional resources, and student success. Specifically, CTLs' deep understanding of evidence-based teaching practices, existing networks, learning spaces, and institutional data help engage and incentivize faculty while building partnerships with student success initiatives to improve student persistence and success.