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Broadening Participation in STEM : Effective Education Methods, Practices, and Programs for Women and Minorities.

By: Wilson-Kennedy, Zayika.
Contributor(s): Byrd, Goldie S | Kennedy, Eugene | Frierson, Henry T.
Material type: TextTextSeries: eBooks on Demand.Diversity in Higher Education Ser: Publisher: Bingley : Emerald Publishing Limited, 2019Copyright date: ©2019Description: 1 online resource (378 pages).Content type: text Media type: computer Carrier type: online resourceISBN: 9781787569096.Subject(s): Engineering-Study and teaching (Higher)-United States | Science-Study and teaching (Higher)-United States | Technology-Study and teaching (Higher)-United StatesGenre/Form: Electronic books.Additional physical formats: Print version:: Broadening Participation in STEM : Effective Education Methods, Practices, and Programs for Women and MinoritiesDDC classification: 507.1173 Online resources: Click here to view this ebook.
Contents:
Front Cover -- Broadening Participation in Stem: Effective Methods, Practices, and Programs -- Copyright Page -- Contents -- About the Authors -- Preface -- References -- Part I -- LSU Office of Strategic Initiatives: A Great Equalizer for Broadening Participation in STEM -- Introduction -- National Need to Broaden STEM -- LSU's Need for Broader Participation -- The Louisiana State University Office of Strategic Initiatives -- The Vision and Mission of the Office of Strategic Initiatives -- OSI's Holistic Development Model -- OSI's Three Pillars of Success -- Mentoring Pillar -- Education Pillar -- Research Pillar -- OSI's Initiatives -- High School Initiative -- Upward Bound Program - College Access Granted -- Introduction -- Mentoring -- Education -- Research -- Outcomes -- Community College Initiative -- NIH Bridges to the Baccalaureate-Bridging to Success -- Introduction -- Mentoring -- Education -- Research -- Outcomes -- Undergraduate Initiatives -- HHMI Professors Program - The Beginning of OSI -- Introduction -- Mentoring -- Education -- Research -- Outcomes -- LA-STEM Research Scholars Program - The Model Program -- Introduction -- Mentoring -- Education -- Research -- Outcomes -- S-STEM - Small Investment Yields Large Gains -- Introduction -- Mentoring -- Education -- Research -- Outcomes -- LS-LAMP Program-cultivating Pathways -- Introduction -- Mentoring -- Education -- Research -- Outcomes -- SMART REU - Advancing SMART Opportunities -- Introduction -- Mentoring -- Education -- Research -- Outcomes -- Bridge to the Doctorate Program - Priming the Doctoral Pipeline -- Introduction -- Mentoring -- Education -- Research -- Outcomes -- OSI's Outcomes -- OSI's Lessons Learned -- Conclusion -- References -- Empowering Undergraduate Students to Lead Research: The ASCEND Program at Morgan State University.
Background and Motivation for the Program -- Institutional Context -- Concept and Rationale for the ASCEND's Training Model -- ASCEND's Student-centered Research Training Initiatives -- ASCEND's Distinguishing Features -- Evaluation of the Success of the ASCEND Training Model -- Engaging Stakeholders -- Sustaining the ASCEND Interventions Beyond the NIH Funding Period -- Challenges and Solutions -- Lessons Learned and Recommendations -- Funding -- Acknowledgments -- References -- Appendix 1: SRC Incentive Membership-level Requirements -- Appendix 2: SRC Membership Incentive Program Point System -- Appendix 3: SRC Membership Incentive Program Benefits -- Advancing STEM by Transforming Pedagogy and Institutional Teaching and Learning: The Creation of a STEM Center of Excellenc... -- Why is a STEM Center of Excellence for Active Learning Needed? -- Development of a STEM Center of Excellence for Active Learning -- Faculty Development: Key to STEM Student Success -- From Traditional Classroom to an Inquiry and Active Learning Environment -- Two Teaching Models for Student-centered Active Learning at NC A&T Highlighted -- STEM Center of Excellence for Active Learning Lessons Learned -- STEM Center Impact -- STEM Center Long-term Impact -- References -- Transforming STEM Departments for Inclusion: Creative Innovation, Challenges, Adaptation, and Sustainability at the Univers... -- Introduction -- Transforming Stem Departments for Inclusion at the University of Arkansas-Fort Smith -- University of Arkansas-Fort Smith - Institutional Profile -- College of STEM at UAFS -- Institutional/Administrative Initiative -- Offering Professional Development Programs for STEM Faculty -- Targeted Recruitment, Retention, and Graduation of STEM Majors across Cultures -- Promoting STEM among Low-income and First-generation Students: UAFS Upward Bound Programs Initiatives.
Student Emergency Fund through Great Lakes Dash Grant -- Curriculum Innovation: Math-up Initiatives -- Offering Math Reviews to Strengthen Student Success in Introductory College Chemistry Courses -- Formation of Alliances and Partnerships with Key Educational Shareholders -- Partnership with K-12 School Districts: Office of P-20 Collaboration -- Adopt-a-Professor Initiative -- Festival of Science -- Girls in STEM Leadership Conference -- Partnerships with Minority and HBCUs Institutions -- Development of Associate Degrees and Certificate Programs -- Adaptation, Sustainability, and Recommendations -- Offering of Cultural Awareness Competency Challenges -- Creating Community Engagement and Educational Outreach Through Partnerships with Non-profit Organizations, Use of Town Hall... -- References -- NanoHU: A Successful Collaborative STEM Model Preparing African Americans for Engagement in Nanoscience, Laying the Foundat... -- Introduction -- Background -- Nanotechnology in the US -- The Disparity of African Americans in STEM -- STEM at Hampton University -- STEAM Efforts across the Nation -- Motivation for NanoHU -- Program Goals, Structure and Components, Implementation, and Adaptation due to Institutional Context -- Program Goals -- Program Construct and Components -- Undergraduate Student Community -- The Faculty -- The High School Students -- The Surrounding Community -- Program Outcomes and Evolution - NanoHU and STEAM at HU -- Impact on Campus Constituents -- Students -- Faculty -- High School Students -- Surrounding Community -- Program Design -- Lessons Learned, Key Successes, and Future Aspirations -- Lessons Learned -- Key Successes -- From Silos to Collaboratives -- Future Aspirations -- References -- All for One and One for All: Coordinating the Resources of Individual Student Research Training Initiatives in Biomedical S...
Introduction and Background -- Theoretical Underpinnings and Assumptions -- Institutional Context and Strategy of Change -- Program Goals, Components, and Implementation -- Addressing a National Need -- Three Distinctive Programs, One Common Goal -- Programs' Components and Implementation -- Entering Research Workshop (Currently BUILD -- Going Forward, also RISE) -- Grant-writing Workshops (Currently BUILD -- Going Forward, also RISE) -- Intramural Research (BUILD, MARC, RISE) -- Progress Reports (BUILD, MARC, RISE) -- Research Poster (BUILD, MARC, RISE) -- Library Research Techniques Workshop (BUILD, MARC, RISE) -- Extramural Research Experience (BUILD, MARC, RISE) -- Science and Technical Writing Course (ENGL 3001) (BUILD, MARC, RISE) -- Science Communication Course (CMST 3125) (Currently BUILD -- Going Forward, also RISE) -- Ethical Conduct in Scientific Research (PHIL 3400) (BUILD, MARC, RISE) -- Career Roundtable (BUILD, MARC, RISE) -- Journal Club (RISE) -- Seminars (BUILD, MARC, RISE) -- Scientific Conferences (BUILD, MARC, RISE) -- Research Seminar (Currently BUILD -- Going Forward, also MARC and RISE) -- Senior Thesis (BUILD, MARC, RISE) -- Curriculum Enhancement (BUILD and RISE) -- Academic Support (BUILD) -- Post-baccalaureate Technician Program (BUILD) -- Preparing Mentors and Advisors at Xavier (BUILD, MARC, RISE) -- Faculty Research Funding (BUILD) -- Research Opportunities for Non-program Students (BUILD) -- The Science Education Research Group (BUILD, RISE) -- Program Outcomes and Evolution -- Lessons Learned and Recommendations -- Funding Acknowledgment -- References -- Part II -- Cultivating Agency through the Chemistry and Biochemistry Curriculum at Spelman College -- Spelman's Role in the Broader Narrative on Diversity -- Spelman College Indicators of Success -- Institutional Context -- Strategic Plans: Past and Present.
The Division of Natural Science and Mathematics -- The Department's Success and Evolution -- Theoretical Framework for Changes in the Department of Chemistry and Biochemistry -- Community of Inquiry -- Metacognition -- Agency -- Self-regulated Learning Theory (SLT) -- Creating a Community in First- and Second-year Chemistry Courses -- The Gateway and Bottleneck -- Connecting with Majors through Structured Cohorts -- Pedagogical Innovations in First-and Second-year Lecture Courses -- General Chemistry-specific Innovations -- Organic Chemistry-specific Innovations -- Outcomes of Innovations Introduced in First- and Second-year Lecture Courses -- Merging Cultural Relevance with Authentic Learning -- The DIP-based Biochemistry Laboratory -- Extending the Curriculum beyond the Classroom -- Independent Research -- Curricular Support -- Global Experiences -- Outreach and Professional Development -- Lessons Learned and the Realities of Implementation -- Time, Resources, and Expertise -- Select the Right Data -- Consider the Student Population -- Future Perspectives -- Conclusion -- Acknowledgments -- References -- High-impact Educational Practices that Promote Student Achievement in STEM -- High-impact Education Practices: Overview -- Importance of HIPs for Underserved Students -- Benefits of HIPs for Underserved Students -- Key Considerations to Address -- Using HIPs to Enhance Student Learning and Success in STEM -- Examples of Successful High-impact Programs at Claflin University -- Learning Communities (LC) -- Collaborative Team-teaching Model -- Conclusion -- References -- Supplemental Instruction Levels The Playing Field in STEM at Louisiana State University -- Introduction -- Supplemental Instruction (SI) -- Strategy, Context, and Motivation for Pursuing This Stratagem -- Theoretical Underpinnings -- Cognitivism -- Constructivism.
Stratagem Structure, Implementation, and Evolution Due to Institutional Context.
Summary: This book reports on high impact educational practices andprograms that have been demonstrated to be effective at broadening theparticipation of underrepresented groups in the STEM disciplines.
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Item type Current location Call number URL Status Date due Barcode
Electronic Book UT Tyler Online
Online
Q183.3.A1 .B763 2019 (Browse shelf) https://ebookcentral.proquest.com/lib/uttyler/detail.action?docID=5710400 Available EBC5710400

Front Cover -- Broadening Participation in Stem: Effective Methods, Practices, and Programs -- Copyright Page -- Contents -- About the Authors -- Preface -- References -- Part I -- LSU Office of Strategic Initiatives: A Great Equalizer for Broadening Participation in STEM -- Introduction -- National Need to Broaden STEM -- LSU's Need for Broader Participation -- The Louisiana State University Office of Strategic Initiatives -- The Vision and Mission of the Office of Strategic Initiatives -- OSI's Holistic Development Model -- OSI's Three Pillars of Success -- Mentoring Pillar -- Education Pillar -- Research Pillar -- OSI's Initiatives -- High School Initiative -- Upward Bound Program - College Access Granted -- Introduction -- Mentoring -- Education -- Research -- Outcomes -- Community College Initiative -- NIH Bridges to the Baccalaureate-Bridging to Success -- Introduction -- Mentoring -- Education -- Research -- Outcomes -- Undergraduate Initiatives -- HHMI Professors Program - The Beginning of OSI -- Introduction -- Mentoring -- Education -- Research -- Outcomes -- LA-STEM Research Scholars Program - The Model Program -- Introduction -- Mentoring -- Education -- Research -- Outcomes -- S-STEM - Small Investment Yields Large Gains -- Introduction -- Mentoring -- Education -- Research -- Outcomes -- LS-LAMP Program-cultivating Pathways -- Introduction -- Mentoring -- Education -- Research -- Outcomes -- SMART REU - Advancing SMART Opportunities -- Introduction -- Mentoring -- Education -- Research -- Outcomes -- Bridge to the Doctorate Program - Priming the Doctoral Pipeline -- Introduction -- Mentoring -- Education -- Research -- Outcomes -- OSI's Outcomes -- OSI's Lessons Learned -- Conclusion -- References -- Empowering Undergraduate Students to Lead Research: The ASCEND Program at Morgan State University.

Background and Motivation for the Program -- Institutional Context -- Concept and Rationale for the ASCEND's Training Model -- ASCEND's Student-centered Research Training Initiatives -- ASCEND's Distinguishing Features -- Evaluation of the Success of the ASCEND Training Model -- Engaging Stakeholders -- Sustaining the ASCEND Interventions Beyond the NIH Funding Period -- Challenges and Solutions -- Lessons Learned and Recommendations -- Funding -- Acknowledgments -- References -- Appendix 1: SRC Incentive Membership-level Requirements -- Appendix 2: SRC Membership Incentive Program Point System -- Appendix 3: SRC Membership Incentive Program Benefits -- Advancing STEM by Transforming Pedagogy and Institutional Teaching and Learning: The Creation of a STEM Center of Excellenc... -- Why is a STEM Center of Excellence for Active Learning Needed? -- Development of a STEM Center of Excellence for Active Learning -- Faculty Development: Key to STEM Student Success -- From Traditional Classroom to an Inquiry and Active Learning Environment -- Two Teaching Models for Student-centered Active Learning at NC A&T Highlighted -- STEM Center of Excellence for Active Learning Lessons Learned -- STEM Center Impact -- STEM Center Long-term Impact -- References -- Transforming STEM Departments for Inclusion: Creative Innovation, Challenges, Adaptation, and Sustainability at the Univers... -- Introduction -- Transforming Stem Departments for Inclusion at the University of Arkansas-Fort Smith -- University of Arkansas-Fort Smith - Institutional Profile -- College of STEM at UAFS -- Institutional/Administrative Initiative -- Offering Professional Development Programs for STEM Faculty -- Targeted Recruitment, Retention, and Graduation of STEM Majors across Cultures -- Promoting STEM among Low-income and First-generation Students: UAFS Upward Bound Programs Initiatives.

Student Emergency Fund through Great Lakes Dash Grant -- Curriculum Innovation: Math-up Initiatives -- Offering Math Reviews to Strengthen Student Success in Introductory College Chemistry Courses -- Formation of Alliances and Partnerships with Key Educational Shareholders -- Partnership with K-12 School Districts: Office of P-20 Collaboration -- Adopt-a-Professor Initiative -- Festival of Science -- Girls in STEM Leadership Conference -- Partnerships with Minority and HBCUs Institutions -- Development of Associate Degrees and Certificate Programs -- Adaptation, Sustainability, and Recommendations -- Offering of Cultural Awareness Competency Challenges -- Creating Community Engagement and Educational Outreach Through Partnerships with Non-profit Organizations, Use of Town Hall... -- References -- NanoHU: A Successful Collaborative STEM Model Preparing African Americans for Engagement in Nanoscience, Laying the Foundat... -- Introduction -- Background -- Nanotechnology in the US -- The Disparity of African Americans in STEM -- STEM at Hampton University -- STEAM Efforts across the Nation -- Motivation for NanoHU -- Program Goals, Structure and Components, Implementation, and Adaptation due to Institutional Context -- Program Goals -- Program Construct and Components -- Undergraduate Student Community -- The Faculty -- The High School Students -- The Surrounding Community -- Program Outcomes and Evolution - NanoHU and STEAM at HU -- Impact on Campus Constituents -- Students -- Faculty -- High School Students -- Surrounding Community -- Program Design -- Lessons Learned, Key Successes, and Future Aspirations -- Lessons Learned -- Key Successes -- From Silos to Collaboratives -- Future Aspirations -- References -- All for One and One for All: Coordinating the Resources of Individual Student Research Training Initiatives in Biomedical S...

Introduction and Background -- Theoretical Underpinnings and Assumptions -- Institutional Context and Strategy of Change -- Program Goals, Components, and Implementation -- Addressing a National Need -- Three Distinctive Programs, One Common Goal -- Programs' Components and Implementation -- Entering Research Workshop (Currently BUILD -- Going Forward, also RISE) -- Grant-writing Workshops (Currently BUILD -- Going Forward, also RISE) -- Intramural Research (BUILD, MARC, RISE) -- Progress Reports (BUILD, MARC, RISE) -- Research Poster (BUILD, MARC, RISE) -- Library Research Techniques Workshop (BUILD, MARC, RISE) -- Extramural Research Experience (BUILD, MARC, RISE) -- Science and Technical Writing Course (ENGL 3001) (BUILD, MARC, RISE) -- Science Communication Course (CMST 3125) (Currently BUILD -- Going Forward, also RISE) -- Ethical Conduct in Scientific Research (PHIL 3400) (BUILD, MARC, RISE) -- Career Roundtable (BUILD, MARC, RISE) -- Journal Club (RISE) -- Seminars (BUILD, MARC, RISE) -- Scientific Conferences (BUILD, MARC, RISE) -- Research Seminar (Currently BUILD -- Going Forward, also MARC and RISE) -- Senior Thesis (BUILD, MARC, RISE) -- Curriculum Enhancement (BUILD and RISE) -- Academic Support (BUILD) -- Post-baccalaureate Technician Program (BUILD) -- Preparing Mentors and Advisors at Xavier (BUILD, MARC, RISE) -- Faculty Research Funding (BUILD) -- Research Opportunities for Non-program Students (BUILD) -- The Science Education Research Group (BUILD, RISE) -- Program Outcomes and Evolution -- Lessons Learned and Recommendations -- Funding Acknowledgment -- References -- Part II -- Cultivating Agency through the Chemistry and Biochemistry Curriculum at Spelman College -- Spelman's Role in the Broader Narrative on Diversity -- Spelman College Indicators of Success -- Institutional Context -- Strategic Plans: Past and Present.

The Division of Natural Science and Mathematics -- The Department's Success and Evolution -- Theoretical Framework for Changes in the Department of Chemistry and Biochemistry -- Community of Inquiry -- Metacognition -- Agency -- Self-regulated Learning Theory (SLT) -- Creating a Community in First- and Second-year Chemistry Courses -- The Gateway and Bottleneck -- Connecting with Majors through Structured Cohorts -- Pedagogical Innovations in First-and Second-year Lecture Courses -- General Chemistry-specific Innovations -- Organic Chemistry-specific Innovations -- Outcomes of Innovations Introduced in First- and Second-year Lecture Courses -- Merging Cultural Relevance with Authentic Learning -- The DIP-based Biochemistry Laboratory -- Extending the Curriculum beyond the Classroom -- Independent Research -- Curricular Support -- Global Experiences -- Outreach and Professional Development -- Lessons Learned and the Realities of Implementation -- Time, Resources, and Expertise -- Select the Right Data -- Consider the Student Population -- Future Perspectives -- Conclusion -- Acknowledgments -- References -- High-impact Educational Practices that Promote Student Achievement in STEM -- High-impact Education Practices: Overview -- Importance of HIPs for Underserved Students -- Benefits of HIPs for Underserved Students -- Key Considerations to Address -- Using HIPs to Enhance Student Learning and Success in STEM -- Examples of Successful High-impact Programs at Claflin University -- Learning Communities (LC) -- Collaborative Team-teaching Model -- Conclusion -- References -- Supplemental Instruction Levels The Playing Field in STEM at Louisiana State University -- Introduction -- Supplemental Instruction (SI) -- Strategy, Context, and Motivation for Pursuing This Stratagem -- Theoretical Underpinnings -- Cognitivism -- Constructivism.

Stratagem Structure, Implementation, and Evolution Due to Institutional Context.

This book reports on high impact educational practices andprograms that have been demonstrated to be effective at broadening theparticipation of underrepresented groups in the STEM disciplines.

Description based on publisher supplied metadata and other sources.

Author notes provided by Syndetics

Zakiya Wilson-Kennedy, Ph.D. , is an Associate Professor of Research in Chemistry Education and Assistant Dean for Diversity and Inclusion within the College of Science at Louisiana State University. She has received almost $30 million in STEM-related grants and contracts. Her research is published in peer-reviewed journals, such as the Journal of Science Education and Technology and the Journal of Chemical Education. Goldie S. Byrd, Ph.D., is Professor and Director of the Maya Angelou Center for Health Equity at Wake Forest University. She has published over 60 papers and book chapters and in STEM-related journals and has received over $70 million in STEM-related grants, contracts, and gifts. Eugene Kennedy, Ph.D., is an associate professor of Educational Research in the School of Education at Louisiana State University. He specializes in applied statistics, program evaluation and out-of-school learning in STEM disciplines. Henry T. Frierson, Ph.D., Professor of Educational Psychology, is Associate Vice President and Dean of the Graduate School at the University of Florida. He has been a faculty member for over 40 years and has advanced and promoted diversity and inclusion for racial and ethnic minority students throughout his career.

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