scholarly journals Promoting Transformation of Undergraduate STEM Education

2021 ◽  
Author(s):  
Emily R. Miller ◽  
Tara King
Keyword(s):  
Higher Education ◽  
Stem Education ◽  
American Association ◽  
Institutional Transformation ◽  
Undergraduate Stem Education ◽  
Stem Teaching

During a 2019 workshop, the American Association of Universities (AAU) convened experts involved in leading, researching, evaluating and funding efforts to transform undergraduate STEM teaching across all sectors of higher education. The goal was to synthesize essential issues and challenges in designing, leading, and researching institutional and multi-institutional transformation projects to improve undergraduate STEM education.

scholarly journals Breaking Down Silos Working Meeting: An Approach to Fostering Cross-Disciplinary STEM–DBER Collaborations through Working Meetings

2019 ◽  
Vol 18 (3) ◽  
pp. mr3
Author(s):  
Daniel L. Reinholz ◽  
Tessa C. Andrews
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Stem Education ◽  
Research Priorities ◽  
Deep Understanding ◽  
Institutional Transformation ◽  
Stem Fields ◽  
Professional Societies ◽  
Science Technology ◽  
And Mathematics

There has been a recent push for greater collaboration across the science, technology, engineering, and mathematics (STEM) fields in discipline-based education research (DBER). The DBER fields are unique in that they require a deep understanding of both disciplinary content and educational research. DBER scholars are generally trained and hold professional positions in discipline-specific departments. The professional societies with which DBER scholars are most closely aligned are also often discipline specific. This frequently results in DBER researchers working in silos. At the same time, there are many cross-cutting issues across DBER research in higher education, and DBER researchers across disciplines can benefit greatly from cross-disciplinary collaborations. This report describes the Breaking Down Silos working meeting, which was a short, focused meeting intentionally designed to foster such collaborations. The focus of Breaking Down Silos was institutional transformation in STEM education, but we describe the ways the overall meeting design and structure could be a useful model for fostering cross-­disciplinary collaborations around other research priorities of the DBER community. We describe our approach to meeting recruitment, premeeting work, and inclusive meeting design. We also highlight early outcomes from our perspective and the perspectives of the meeting participants.

scholarly journals Proceedings NSEC 2016 National Conference

2021 ◽  
Author(s):  
Kacy Redd ◽  
NOAH FINKELSTEIN
Keyword(s):  
Human Resources ◽  
Stem Education ◽  
American Association ◽  
Keynote Speaker ◽  
Committee Chair ◽  
National Conference ◽  
Undergraduate Stem Education ◽  
Barriers And Opportunities

Abstracts and presentations from the 2016 SMTI/NSEC National Conference held on June 8-9, 2016. The theme was Center Roles in Improving Undergraduate STEM Education. The Keynote Speaker was Shirley Malcom, Head of Education and Human Resources Programs (EHR), American Association for the Advancement of Science (AAAS), and committee chair of the National Academies' Barriers and Opportunities for 2-Year and 4-Year STEM Degrees.

scholarly journals Framework for Systemic Change in Undergraduate STEM Teaching and Learning

2021 ◽  
Author(s):  
Emily R. Miller ◽  
Tobin L. Smith ◽  
Linda Slakey ◽  
James Fairweather
Keyword(s):  
Stem Education ◽  
Teaching And Learning ◽  
Systemic Change ◽  
External Environment ◽  
Change Model ◽  
Educational Innovations ◽  
Sustained Improvement ◽  
Undergraduate Stem Education ◽  
The University ◽  
Stem Teaching

The Framework for Systemic Change in Undergraduate STEM Teaching and Learning provides a change model for improving the quality and effectiveness of STEM teaching and learning at research universities. The Framework recognizes the wider setting in which educational innovations take place — the department, the college, the university and the external environment — and addresses key institutional elements necessary for sustained improvement to undergraduate STEM education.

The “Perils” of Gender Coeducation

2016 ◽  
Author(s):  
Christi M. Smith
Keyword(s):  
Higher Education ◽  
American Association ◽  
Sexual Politics ◽  
University Women ◽  
Single Sex ◽  
Quality Of Higher Education ◽  
Private Organization ◽  
Women's Higher Education ◽  
First Time

Chapter 5 explores the intersection of racial and sexual politics in structuring various forms of higher education for women. A particular private organization—the Association of Collegiate Alumnae (ACA), now the American Association of University Women—played an important role in structuring women’s higher education. For the first time, the ACA initiated an evaluative campaign to measure the quality of higher education opportunities. This produced the first systematic efforts to commensurate educational offerings across colleges. Like contemporary rankings, this system exerted discipline on both coeducational and single-sex colleges.

Design Education and Institutional Transformation

2012 ◽  
pp. 351-364
Author(s):  
Dean Bruton
Keyword(s):  
Higher Education ◽  
Computational Methods ◽  
Design Education ◽  
Computational Design ◽  
Institutional Transformation ◽  
Learning And Teaching ◽  
The Arts ◽  
Key Factor ◽  
Institutional Adoption ◽  
The Impact

This chapter aims to develop awareness of the changing characterization of design and design education in response to the impact of global crisis and the ongoing introduction of innovative computational design methods and technologies. This chapter presents a strategic vision that includes a range of major concerns in relation to design education’s learning and teaching needs in higher education. The purpose of the chapter is to reconsider the foundation and consequent assumptions required of a vital relevant design education in the 21st century. It reflects on a general academic reassessment of the nature of design education in the light of the impact of computational methods and technologies and asserts a need for the re-envisioning of design education pedagogies in terms of networked interaction and global issues. Specifically it maintains that computational methods and techniques and the institutional adoption of interaction as a key factor in education has transformed the conception and construction of content as well as the delivery of communications across the broad spectrum of both the arts and sciences. It acknowledges the theory of institutional transformation, explores the evidence for such a theory, and discusses design education’s potential pedagogical strategies for reform of higher education.

Higher Education and the Move From Bachelor's Degrees to Graduate Programs

2020 ◽  
pp. 8-13
Keyword(s):  
Higher Education ◽  
Historical Development ◽  
American Association ◽  
Graduate Programs ◽  
Colleges And Universities ◽  
Doctoral Degrees ◽  
Graduate Studies ◽  
American Universities ◽  
European Institutions ◽  
Bachelor's Degrees

This chapter explains relevant parts of the historical development of American universities. It begins with the development of graduate studies in European institutions and explains selected parts of this history that are relevant to the doctorate in contemporary American universities. Details of the development of American colleges and universities are presented focusing on the nature of the doctoral degrees in American universities, the founding of the American Association of Universities (AAU), and the AAU's influence on the movement towards standardization of the doctorate.

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