Academically Adrift: Limited Learning on College Campuses
, 57–58
Academic coaching/advising
, 294
Academic integration
, 216
Academic self-concept
, 244
Academic support
, 143–144, 201, 203, 205
Academy of Teaching and Learning (ATL)
, 244
Active learning
, 62, 157, 162, 164, 173, 239–240, 266–267
applications, Spelman College
, 157
course redesign models
, 62
pedagogies
, 71
See also STEM Center of Excellence for Active Learning (SCEAL)
Active Learning Centers
, 46
Activity-targeting information-processing
, 270–271
Adopt-a-professor program
, 94
Advising model transformations
, 298
Advising STEM students
, 292–294
departmental context
, 295–297
institutional context and strategy
, 294
at institutional level
, 294
LMAC
, 297–299
negative comments
, 305
positive comments
, 304
suggestions for improvement
, 305
See also life mapping and advising center (LMAC) model for advising
African American (AA)
, 56
in STEM, disparity of
, 109–110
students
, 318
Algebra and Trigonometry course
, 246
Almaty (Alma-Ata) Declaration of 1978
, 37
American Chemical Society (ACS)
, 139, 158
Annual Biomedical Research Conference for Minority Students (ABRCMS)
, 16, 41, 99, 142
Application- and analysis-oriented questions
, 275–276
Apply and Achieve
, 324, 327
ASCEND program
background and motivation for
, 36–37
challenges and solutions
, 46–47
concept and rationale for
, 37–39
faculty development
, 45–46
features
, 42–43
funding
, 48
infrastructure development
, 46
institutional context
, 37
lessons learned and recommendations
, 48
research collaborations
, 46
Scholars Program
, 41
stakeholders engagement
, 44–45
student-centered research training initiatives
, 39–41
success evaluation
, 43–44
ASPIRE Peer-facilitated Learning Program (APFL)
, 171
Assessment and Learning in Knowledge Spaces (ALEKS) software program
, 88
CAE. See Center for Academic Excellence (CAE)
California State University system
, 213, 217
Capstone courses & projects
, 184
Career Days (K5 schools)
, 118
Career Pathway Initiative (CPI )
, 188
Carnegie classifications universities
, 78
Cell-based techniques
, 169
Center for Academic Excellence (CAE)
, 294
Center for Academic Success (CAS) workshops
, 9
Center for C-H Functionalization
, 173
Center for Science and Mathematics Education (CSME)
, 213
Center for the Advancement of Teaching and Faculty Development (CAT + FD)
, 135, 144–146
Center for Undergraduate Research and Graduate Opportunity (CURGO)
, 135–137, 146
Centralized learning centers
, 203
“Checklist” approach to advising
, 296
Checklist-based interactions
, 297
Chemistry and biochemistry department’s learning environment
, 159
Chemistry Learning Apprentices (CLAs)
, 171
Chemistry Learning Center (CLC)
, 170–171
Classroom
behavior
, 241
space
, 321
Collaboration
, 108, 113, 121, 125
Collaborative assignments and projects
, 184
Collaborative learning strategies
, 187
Collaborative team-teaching model
, 193–194
College Algebra and Trigonometry for Engineers and Scientists Workbook
, 64
Committee on Institutional Cooperation (CIC)
, 139–140
Common intellectual experiences
, 184
Community-based learning
, 166, 184
Community college initiative
, 14–17
Community of inquiry (CoI)
components
, 160
framework
, 160
self-regulated learning
, 161
Confer and confirm
, 324, 327
“Conferences 101” preparatory workshop
, 16
Cooperative Institutional Research Program (CIRP) Freshman Survey
, 134
Cooperative learning
, 241
Council on Internal Educational Exchange (CIEE)
, 172
Council on Undergraduate Research Quarterly
, 138–139
Course content development
, 325
Critical-race theory
, 214
Critical reflection phase
, 200–201
Critical thinking
skills
, 272
writing, and reasoning skills
, 244
Cultural awareness competency
, 75–76, 99–100
Cultural insensitivity
, 99
Culturally relevant teaching
, 166–167
Cultural responsiveness
, 144
Curricular support
, 170–171
Curriculum enhancement
, 143
Hampton University Proton Therapy Institute (HUPTI)
, 111
Health Research Concepts Competition (HRCC)
, 40
HHMI professors program
, 17–20
Higher Education Research Institute (HERI)
, 134, 292
High-impact Practices (HIPs)
, 184
Claflin University
collaborative team-teaching model
, 193–194
Learning Communities (LC)
, 191–193
considerations to address
, 188–189
elements
, 185
student learning and success in STEM
, 189–190
for underserved students
benefits
, 187–188
importance
, 185–187
High School Dropout Prevention Outreach
, 192
High school initiative
education
, 12–13
“first generation”
, 12
LSU Upward Bound (LSU-UB)
, 11–12
mentoring
, 12
outcomes
, 13–14
research
, 13
Upward Bound program
, 11
High school-to-college algebra gap
, 238
Hispanic-serving Institution (HSI)
, 217
Historically black colleges and universities (HBCUs)
, 26, 38, 58, 110–111, 131–132, 154–155, 271, 294
and STEM education
, 318–319
Historically Black colleges and universities undergraduate program (HBCU-UP)
, 114, 185
Historically underrepresented (HU) students
, 210
Holistic Development Model
, 6, 10
Large classroom implementation, POGIL
, 280–281
LA-STEM research scholars program
, 20–23
“Learning by doing” strategy
, 170–171
Learning Communities (LC)
, 184, 191–193
“Learning Communities and a Collaborative Team-teaching Model”
, 190
Learning community for first-generation students (LinCs)
, 191–192
Learning management system (LMS)
, 325
organization
, 326
Learning space redesign project
, 238
Lewis Dot models
, 323–324
Liberal arts
curriculum
, 155
education
, 159
Liberal Education and America’s Promise (LEAP)
, 190
Library research techniques workshop
, 139
Life mapping and advising center (LMAC) model for advising
, 293
advantages for department
, 308
advantages for faculty
, 306–307
advantages for students
, 305–306
challenges and recommendations
, 313–314
disadvantages for department
, 308–309
disadvantages for faculty
, 307–308
disadvantages for students
, 306
facility
, 301–302
faculty advisors
, 302
first-year retention, impact on
, 303–304
framework
, 300
goals, structure and components, and implementation
, 299
lesson learned
, 311–313
life coaching
, 303
peer engagement
, 302–303
structure and components
, 299–301
student satisfaction for advising, impact on
, 304
suggestions for improving
, 311
vs. traditional
, 309–311
Louisiana Broadening Resources for Increasing Diversity in Graduate Education (LA-BRIDGE)
, 27
Louisiana Cancer Research Consortium (LCRC)
, 146
Louisiana Science, Technology, Engineering, and Mathematics (LA-STEM) Research Scholars Program
, 20–23
Louis Stokes Louisiana Alliance for Minority Participation (LS-LAMP) program-cultivating pathways
, 24–25
Mad Scientist Night (K5 schools)
, 118
“2017 Materials in STEM (M-STEM)”
, 118
“Mathematic-review” problems initiatives
, 90
Math emporium model (MEM)
course effectiveness
, 260
grade distributions for the math
, 103–104
sequence by gender
, 257
institutional commitment
, 239
institutional context and implementation plan
, 243–246
at NCA&TSU
, 258–259
“no deadline” policy
, 258
objectives
, 247
assessment
, 250
course materials development
, 248–249
course structure redesign
, 247–248
faculty development
, 249–250
implementation
, 250
learning space redesign
, 247
“one-size-fits-all” approach
, 258
outcomes and evolution
, 251–255
pass rates by gender
, 256, 258
redesign team and formal training
, 259
student learning, engagement
, 239
theoretical underpinnings of
, 239–243
“time on task”
, 239
traditional and emporium classrooms
, 251
traditional lecture college classes
, 260
underrepresented in the STEM workforce
, 239
Math Emporium Project for non-STEM college algebra courses
, 57
MATH 131 implementation
, 66
Math-up curriculum innovation
, 79
Math-up diagnostics test
, 88–89
Maximizing Access to Biomedical Research Careers (MARC)
, 36, 132–133
Mediated learning strategies
, 165
MEM. See math emporium model (MEM)
Mentoring
, 8–9, 135, 138, 144, 146
Metacognition
, 161–162
knowledge/awareness
, 161–162
regulation/skillfulness
, 161–162
skills
, 157
strategies
, 301
Mid-semester check-in
, 207
Minority faculty
members
, 78
as mentors
, 78
Minority-serving institutions (MSIs)
, 154–155
Mixed-methods approach
, 304
Model Institutions for Excellence
, 155
Motivation for pursuing
, 269
Multi-pronged advising approach
, 297
Multi-week activities
, 167–168
My Integrated Learning Experience (MILE)
, 156
MyMathLab
, 251
homework
, 248
software
, 248–249
system
, 247
Nanoscience principles
, 118
and nanotechnology
, 109
Nanoscience Project at Hampton University (NanoHU)
campus constituents, impact on
, 119–123
future aspirations
, 126
key successes
, 125–126
lessons learned
, 124–125
motivation for
, 113–114
program construct and components
faculty
, 116–117
high school students
, 117
Scholars Cumulative GPA
, 116
surrounding community
, 118
undergraduate student community
, 115–116
program design
, 123–124
program goals
, 114
Nanotechnology Research & Development and Manufacturing Advisory Committees
, 109
NASA Langley Research Centre
, 115
National Assessment of Educational Progress (NAEP)
, 4
National Center for Educational Statistics
, 79
National Center of Academic Transformation (NCAT)
, 242
National Conference for Advanced POGIL Practitioners (NCAPP)
, 284
National Congress of American Indians (NCAI)
, 99
National Council of Teachers of Mathematics (NCTM)
, 240
National Diffusion Network (NDN)
, 198
National Education Association (2011)
, 76
National Endowment for the Arts (NEA)
, 111
National Institute of General Medical Sciences (NIGMS)
, 133
National Institutes of Health (NIH)
, 36, 133, 212
National Nanotechnology Initiative (NNI)
, 109
National Oceanic and Atmospheric Administration (NOAA) Office of Education
, 119
National Organization for the Professional Advancement of Black Chemists and Chemical Engineers (NOBCCHE)
, 99
National Research Mentoring Network (NRMN)
, 138–139
National Science Foundation (NSF)
, 31, 110, 132, 155, 185, 284
NIH-sponsored Bridges to the Baccalaureate (Bridges) program
, 14
“No deadline” policy
, 258
Non-cognitive strategies
, 301
Non-credit workforce training
, 85
Non-STEM academic units
, 113
“Non-traditional” students
, 14, 17
NSF. See National Science Foundation (NSF)
NSF HBCU-TIP grant awarded
, 282
Parent Teachers Associations (PTA)
, 101
Pearson Learning Solutions
, 64
Pedagogical innovation
, 60
Peer-led
learning
, 198–199
learning support
, 160
study sessions
, 199–200
teaching
, 42
Peer-to-peer teaching
, 241
Pell Grants
, 80–81
recipients
, 319
Pennies for Posho/Ugandan Thunder
, 192–193
Physical chemistry lab courses, POGIL
, 280–281
“Plug and play” retention programs
, 239
POGIL. See process-oriented guided-inquiry learning (POGIL)
Post-baccalaureate activities
, 158
technician program
, 144
Pre-class preparation material
, 320
Predominantly White institutions (PWIs)
, 110
Preparing for Mentoring and Advising at Xavier (P-MAX) Program
, 138–139, 144–146
Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM)
, 31
Presidential Council of Advisors on Science and Technology (PCAST)
, 60
Problem-solving skills
, 83
Process-oriented guided-inquiry learning (POGIL)
, 84
active learning
, 266–267
activities, design of
, 270–271
activities in biochemistry laboratory
, 272
classroom organization
, 270
facilitation of lab activity
, 273–274
inquiry-based learning
, 267
Jackson State University (JSU)
, 271–272
lab activities
, 272–273
lab project
, 276
lessons learned and recommendations
assessment and education research
, 286
complaints
, 285
correct answers
, 284
hesitation to conceptual learning
, 283
implementation issues
, 284
instruction in every course
, 285
student skepticism toward group learning
, 282
teamwork
, 285
time constraint
, 283
motivation for pursuing
, 269
motivation for pursuing, instruction
, 269
outcomes and evolution
, 282
in physical chemistry lab courses
, 280–281
student outcomes
, 276–277
student outcomes for
, 274–276
students’ perception of their learning
, 278
teaching process skills
, 267–269
Tuskegee University
in general chemistry lecture courses
, 280
in physical chemistry lecture courses
, 279–280
Process skills
, 266–270, 273, 275, 279, 285
Productivity-based funding formula
, 85
Professional educator
, 325
Program Advisory Team
, 87
Program continuity
, 232–233
Programme for International Student Assessment (PISA) results
, 4
Programs’ components and implementation
academic support
, 143–144
career roundtable
, 141
curriculum enhancement
, 143
Entering Research Workshop (Currently BUILD; Going Forward, also RISE)
, 137–138
ethical conduct in scientific research
, 141
extramural research experience
, 139–140
faculty research funding
, 146
Grant-writing Workshops
, 138
intramural research (BUILD, MARC, RISE)
, 138–139
journal club
, 142
library research techniques workshop
, 139
post-baccalaureate technician program
, 144
preparing mentors and advisors at Xavier
, 144–146
progress reports (BUILD, MARC, RISE)
, 139
research opportunities for non-program students
, 146
research poster (BUILD, MARC, RISE)
, 139
science and technical writing course
, 140
science communication course
, 140–141
Science Education Research Group (SERG)
, 146–147
scientific conferences
, 142–143
seminars
, 142
senior thesis
, 143
Project-based labs
, 167–168
SALG. See student assessment of their learning gains (SALG)
“School for the Future of Innovation in Society”
, 108
School of Computer Mathematical and Natural Sciences (SCMNS)
, 320–321
School of Liberal Arts and Education (SLAE)
, 111
School of Pharmacy (SOP)
, 111
Science and Technical Writing course
, 137, 140
Science Communication courses
, 138, 140–141
Science Education Research Group (SERG)
, 146–147
Science, technology, engineering, and mathematics (STEM)
, 14, 292
active learning
, 319
African Americans, disparity of
, 109–110
Hampton University (HU)
, 110–111
High-impact Practices in. See High-impact Practices (HIPs)
learning communities
, 194
at Louisiana State University (LSU). See Supplemental Instruction (SI)
science education and faculty
, 213–214
undergraduate degrees
, 4–5
Scientific Communication
, 143
Scientific conferences
, 142–143
Self-efficacy
, 7–8, 10, 15, 36–37, 293, 319
Self-guided control of learning
, 160
Self-regulated learning theory (SLT)
, 162
Service Excellence Initiative
, 191
Service learning
, 184, 187–188
Skill-building workshops
, 165–166
SMART Cultural Exchange Night
, 26
SMART REU − advancing SMART opportunities
, 26–27
Social Cognitive Career Theory (SCCT)
, 7
Social cognitive theory
, 299
Social constructivism
, 199–200
Social stratification
, 75–76
Society for Advancement of Chicanos/Hispanics and Native Americans in Science (SACNAS)
, 99
Society for the Studies of New and Emerging Technologies (S.NET)
, 112
Socioeconomic disparity
, 76
Socioemotional outcomes
, 242
SRCs. See student research centers (SRCs)
SRI. See Summer Research Institute (SRI)
S-STEM scholars program
, 23–24
Standards-based teaching
, 249
State-of-the-art laboratory instrumentation
, 173
STEM. See also advising STEM students
African Americans, disparity of
, 109–110
Hampton University (HU)
, 110–111
High-impact Practices in. See High-impact Practices (HIPs)
learning communities
, 194
at Louisiana State University (LSU). See Supplemental Instruction (SI)
science education and faculty
, 213–214
STEM Center of Excellence for Active Learning (SCEAL)
active learning course redesigns
, 62–64
classroom renovations and redesign
, 61–62
course redesign lessons learned (emporium model)
, 68–69
development
, 58–59
faculty development
, 59–60, 67
impact
, 70–71
lessons learned
, 69–70
planning
, 57
SCALE-UP model
, 57, 63
student-centered active learning environment
, 57
teaching models
, 64–67
Structured reading assignments
, 165
Student Academic Success Office (SASO)
, 135, 143–144
Student assessment of their learning gains (SALG)
, 278
Student-centered active learning environment
, 57
Student-centered learning
, 267, 269, 271, 301
See also inquiry-based learning
Student-centered pedagogy
, 44–45
Student-centered teaching
, 295
Student-engaging innovative classroom pedagogy
, 84
Student Enrichment Opportunities (SEO)
, 213
Student − faculty perceptions, gaps in
, 244
Student research centers (SRCs)
, 38–40
qualitative assessment of
, 44
quantitative evaluation of
, 43–44
Student research training
funding
, 131
hands-on
, 131, 137
post-baccalaureate
, 144
Student satisfaction with academic support
, 244
Student skepticism toward group learning
, 282
Students Mentored in Applied Research Techniques (SMART) Club
, 40
Student success
, 57–60, 67–71
events
, 294
Student Success Initiative (SSI)
, 191
Student support services
, 86
Student training programs
, 131, 133
Summer Bridge Getting a Leg Up at Emory (GLUE) Program
, 190
Summer Bridge Program
, 22
Summer Research Institute (SRI)
, 38–41
quantitative assessment of
, 44
Summer research opportunity programs (SROP)
, 139–140
Summer Research Symposium
, 139
Summer Undergraduate Research Experiences (SURE)
, 98–99
Summer Undergraduate Research Forum (SURF)
, 16
Supplemental instruction (SI)
, 294
budget support, stabilization
, 230–232
calculus I, student background
, 227–230
chemistry gender differences
, 228
classes
, 210–211
cognitivism
, 199
communal goal affirmation theory
, 214
constructivism
, 199
development and implementation plan, history of
implementation plan
, 212
program evolution
, 213–214
U Missouri at Kansas City (UMKC)
, 211
evaluation
, 202–203
graduation rates
, 202
growth in number of first-year STEM Majors
, 218
implementation and evolution
, 201–202
institutional context
, 216–220
laboratory
, 66
leaders
, 198
leaders, sessions, and structure
, 199–201
lessons learned and recommendations
, 232–233
assessment and evaluation
, 206–207
funding sources
, 208
structure and climate
, 203–205
university buy-in
, 207
outcomes
, 220–227
program goals
, 218
racial and ethnic groups, students participation
, 204
sessions
, 9
social development theory
, 216
strategy, context, and motivation
, 198
structure and components
, 218
supported courses
, 220
tutoring demand, reduction in
, 203
undergraduate (UG) enrollments in STEM
, 217
validation theory
, 214–216
Supportive environment
, 143, 148
Teacher licensure degrees
, 82–83
Teaching assistants (TAs)
, 281
Teaching process skills, POGIL
, 267–269
Teaching Research and Resources Center (TRRC)
, 156–157
“Teaching through Technologies (T3) Alliance” program
, 13
Technical Writing course
, 139
Technology-assisted students
, 242
Think-pair-share discussions
, 200
Tiered mentoring approach
, 9
“Traditional” students
, 14
Training, Workforce Development, and Diversity (TWD)
, 133
goals
, 133, 135–137
online application process
, 137
STEM-focused career
, 134–135
strategies
, 133–134
Transforming STEM Departments for inclusion at UAFS
college of STEM
, 81–83
conceptual framework
, 80
curriculum innovation
, 87–90
Great Lakes Dash Grant
, 86–87
institutional/administrative initiative
, 83–84
institutional profile
, 80–81
math reviews to strengthen student success
, 87–90
STEM faculty, professional development programs
, 84
student emergency fund
, 86–87
student enrollment race/ethnicity composition
, 81
targeted recruitment, retention, and graduation
, 84–85
upward bound programs initiatives
, 85–86
TWD programs. See Training, Workforce Development, and Diversity (TWD)
Undergraduate education
as coauthors
, 114, 122
nanoscience-related research
, 114
STEM programs
, 122
student community
, 114
Undergraduate enrollment trends for biology
, 295
Undergraduate initiatives
Doctorate Program
, 27–32
HHMI professors program
, 17–20
LA-STEM research scholars program
, 20–23
LS-LAMP program-cultivating pathways
, 24–25
SMART REU − advancing SMART opportunities
, 26–27
S-STEM scholars program
, 23–24
Undergraduate research
, 184
Undergraduate students, ASCEND program
background and motivation for
, 36–37
challenges and solutions
, 46–47
concept and rationale for
, 37–39
faculty development
, 45–46
features
, 42–43
funding
, 48
infrastructure development
, 46
institutional context
, 37
lessons learned and recommendations
, 48
research collaborations
, 46
stakeholders engagement
, 44–45
student-centered research training initiatives
, 39–41
success evaluation
, 43–44
Undergraduate success courses
, 10
Underrepresented groups
, 113, 118, 121, 126, 133, 135, 141–142
Underrepresented minorities (URMs)
, 42, 44, 185, 190, 217, 292
aspirations
, 293
retaining in STEM. See life mapping and advising center (LMAC) model for advising
students
, 78
Underrepresented students
, 10
Unequal educational backgrounds
, 131
United Methodist-affiliated and private institution
, 186
United Negro College Fund
, 188
Upward Bound “Classic” program
, 85–86