Effective STEM Education (Mostly HigherEd & Biotechnology-relevant)
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Effective STEM Education                                      (Mostly HigherEd & Biotechnology-relevant)
I'm curating this content help proposal-writers, faculty and administrators within the CSUPERB community (www.calstate.edu/csuperb). The aim is to collect important reports, publications and resources about evidence-based practices that lead to STEM student success. The focus is on higher education, particularly for biotechnology-related disciplines. There is also a hefty dose of workforce development and job market references and reports included.
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STEM Learning Assessment

STEM Learning Assessment | Effective STEM Education                                      (Mostly HigherEd & Biotechnology-relevant) | Scoop.it

"There are many ways to assess STEM learning outcomes, from indirect to direct measures.The links below represent a collection of instruments and methodologies that will help campuses measure the impact of their programs in STEM...."

 
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AAC&U has a "one-stop" shop for STEM Learning Assesssments.
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Developing Indicators for Undergraduate STEM Education (Preliminary Public Draft) 

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This is the draft report discussed by NAS in October 2016.
 
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Wiley: Enhancing and Expanding Undergraduate Research: A Systems Approach: New Directions for Higher Education, Number 169 - Mitchell Malachowski, Jeffrey M. Osborn, Kerry K. Karukstis, et al

Wiley: Enhancing and Expanding Undergraduate Research: A Systems Approach: New Directions for Higher Education, Number 169 - Mitchell Malachowski, Jeffrey M. Osborn, Kerry K. Karukstis, et al | Effective STEM Education                                      (Mostly HigherEd & Biotechnology-relevant) | Scoop.it
Susan M. Baxter's insight:
This is a book purchase - no online resource (yet)? 
 
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Increasing Student Success in STEM

Increasing Student Success in STEM | Effective STEM Education                                      (Mostly HigherEd & Biotechnology-relevant) | Scoop.it
Susan Elrod, California State University–Chico, and Adrianna Kezar, University of Southern California
Susan M. Baxter's insight:
A preview of the 2016 Elrod & Kezar report on the development of a model for systemic institutional change in undergraduate STEM education (A Keck-PKAL project that CSUPERB participated in).
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Ingredients for Improving the Culture of STEM Degree
Attainment with Co-Curricular Supports for Underrepresented
Minority Students 

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An NAS-published report in response to criticism of low-quality data around co-curricular supports for STEM students from Mica Estrada (University of California, San Francisco). 

"Across of variety of qualitative and quantitative studies on co-curricular programs and the components of them, there is emerging evidence that many programs result in participants pursuing STEM careers at higher rates than those who do not participate in intervention programs. Research, such as that of TheScienceStudy which has been following a panel of over 1400 URM science students for the past 8 years, are showing that engagement in co-curricular activities does in fact have long term impact on sustaining interest in science careers (Schultz, Woodcock, Estrada, Hernandez, & Chance, 2011)."
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Making a Difference in Science Education for Underrepresented Students: The Impact of
Undergraduate Research Programs 

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The team at HERI continues to publish important research on the impact of undergraduate research programs.  This is but one example (from 2013)
 
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Improving Underrepresented Minority Student Persistence in STEM

Improving Underrepresented Minority Student Persistence in STEM | Effective STEM Education                                      (Mostly HigherEd & Biotechnology-relevant) | Scoop.it
Members of the Joint Working Group on Improving Underrepresented Minorities (URMs) Persistence in Science, Technology, Engineering, and Mathematics (STEM)—convened by the National Institute of General Medical Sciences and the Howard Hughes Medica
Susan M. Baxter's insight:
This paper emphasizes the critical need for student ethnicity, persistence and outcome tracking data to assess efficacy of STEM interventions and programs.  Includes several recommendations, including "Commitment to forming strategic partnerships to ignite institutional transformation is an essential factor in improving outcomes for URM STEM students and may be the most important factor for producing systemic change (Elrod and Kezar, 2015 blue right-pointing triangle)."
 
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More underrepresented students obtain science degrees & pursue STEM, due to research mentoring - Scienmag

More underrepresented students obtain science degrees & pursue STEM, due to research mentoring - Scienmag | Effective STEM Education                                      (Mostly HigherEd & Biotechnology-relevant) | Scoop.it
Easy to read article with more data from John Jay College in NY on effect of undergraduate research on graduation rates.  The paper referenced is Anthony Carpi, Darcy M. Ronan, Heather M. Falconer, Nathan H. Lents (August 2016)  Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM. Journal of Research in Science Teaching : http://onlinelibrary.wiley.com/doi/10.1002/tea.21341/full
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Defining Attributes and Metrics of Effective Research Mentoring Relationships - Online First - Springer

Defining Attributes and Metrics of Effective Research Mentoring Relationships - Online First - Springer | Effective STEM Education                                      (Mostly HigherEd & Biotechnology-relevant) | Scoop.it
Susan M. Baxter's insight:
This is a tremendously useful collection of background research on attributes of and frameworks for effective mentoring!  Learn more about: Social Cognitive Career Theory (SCCT), Science Identity Development and Social Negotiation, and Social Capital Perspectives and Career Stage Mentoring.
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CATALYZING CHANGE
IN STEM TEACHING:
Lessons from the Helmsley Charitable
Trust’s Postsecondary Strategy

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An early assessment report on CSU STEM Collaboratives and other Helmsley Trust investments in higher education.  Features the new terms, ""policy entrepreneurs" and "network weavers"!
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Promising Practices for Strengthening the Regional STEM Workforce Development Ecosystem

Promising Practices for Strengthening the Regional STEM Workforce Development Ecosystem | Effective STEM Education                                      (Mostly HigherEd & Biotechnology-relevant) | Scoop.it

To download a free PDF of Promising Practices for Strengthening the Regional STEM Workforce Development Ecosystem, please log in with your existing MyNAP account, create a free MyNAP account, or download [...]...

Susan M. Baxter's insight:

Long read - but worthwhile - I think they got it mostly right here!


There is an associated slide deck from a Sept. 2016 GUIRR webinar here: 

http://sites.nationalacademies.org/cs/groups/pgasite/documents/webpage/pga_174626.pdf


The three overarching themes are (listed in slide deck):

"1) Employers are increasingly focused on the skills and abilities new hires possess, rather than the specific field in which an individual has obtained a degree or credential.

2) Significant numbers of university students are graduating with STEM degrees, but many lack the right combination of technical and employability skills needed to thrive in the workplace.

3) A robust and effective STEM workforce development ecosystem requires proactive steps on behalf of university leaders, local employers, and intermediary organizations to build and sustain alliances that benefit students and regional economic development."


 
 
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Catalyzing the Modernization of Graduate Education | NIGMS Feedback Loop Blog - National Institute of General Medical Sciences

Catalyzing the Modernization of Graduate Education | NIGMS Feedback Loop Blog - National Institute of General Medical Sciences | Effective STEM Education                                      (Mostly HigherEd & Biotechnology-relevant) | Scoop.it
Susan M. Baxter's insight:

This is an important blog post from NIGMS (November 2015). In it the NIH emphasizes the need for many things articulated in the Vision & Change reports, as well as career planning, mentoring and instruction about scientific reproducibility.   Will this signal real changes at the graduate level? I sure hope so!

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Vision & Change (2015): Chronicling Change, Inspiring the Future

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Check out pages 8-9!

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Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees

Susan M. Baxter's insight:
This is probably one of the most important papers connecting early engagement in research to persistence and STEM degree completion.  It is important because of the SCALE of data (from University of Texas), the research setting (course-based), the reduction of achievement gaps achieved, and the undeniable effectiveness at engaging students (allowing students to develop a scientific identity). Dynamite paper.
 
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2016 Talent Integration: California Workforce Trends in the Life Science Industry 

Susan M. Baxter's insight:
This is the update to the original (2014) Talent Integration report issued by Biocom and CLSI, life science industry associations in California. The take-home messages are similar in this update, but it also breaks out degree requirements listed in 12,000 job postings in 2015.  70% of the jobs required a bachelor's degree (23% required a graduate degree). In parallel, employers report 63% of their employees are bachelor's level degree holders. 

The profile of the life sciences workforce (248 companies surveyed) was: 6% high school, 2% community college certificate, 7% two-year degree, 63% four-year degree, 12% graduate degree, 10% PhD. 
 
Full disclosure: CSU/CSUPERB was one sponsor of the 2016 report.

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Integrating Discovery-Based Research into the Undergraduate Curriculum: Report of a Convocation

Integrating Discovery-Based Research into the Undergraduate Curriculum: Report of a Convocation | Effective STEM Education                                      (Mostly HigherEd & Biotechnology-relevant) | Scoop.it
Download a PDF of "Integrating Discovery-Based Research into the Undergraduate Curriculum" by the National Academies of Sciences, Engineering, and Medicine for free. Description: Students who participate in scientific research as undergraduates report gaining many benefits from the experience. However, undergraduate research done independently under a faculty member's guidance or as part of an internship, regardless of its individual benefits, is inherently limited in its overall impact. Faculty members and sponsoring companies have limited time and funding to support undergraduate researchers, and most institutions have available (or have allocated) only enough human and financial resources to involve a small fraction of their undergraduates in such experiences.
Many more students can be involved as undergraduate researchers if they do scientific research either collectively or individually as part of a regularly scheduled course. Course-based research experiences have been shown to provide students with many of the same benefits acquired from a mentored summer research experience, assuming that sufficient class time is invested, and several different potential advantages. In order to further explore this issue, the Division on Earth and Life Studies and the Division of Behavioral and Social Sciences and Education organized a convocation meant to examine the efficacy of engaging large numbers of undergraduate students who are enrolled in traditional academic year courses in the life and related sciences in original research, civic engagement around scientific issues, and/or intensive study of research methods and scientific publications at both two- and four-year colleges and universities. Participants explored the benefits and costs of offering students such experiences and the ways that such efforts may both influence and be influenced by issues such as institutional governance, available resources, and professional expectations of faculty. Integrating Discovery-Based Research into the Undergraduate Curriculum summarizes the presentations and discussions from this event.
Susan M. Baxter's insight:
Free pdf available with login. Discipline-based education researchers and scientific leadership advocate and think support should be given to replace "standard laboratory courses with discovery-based research courses."
 
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Beyond Compliance: Making Assessment Matter

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Change Magazine - September-October 2015. Authors: George D. Kuh, Stanley O. Ikenberry, Natasha A. Jankowski, Timothy Reese Cain, Peter T. Ewell, Pat Hutchings and Jillian Kinzie.

A fairly easy read on the status of assessment practices and processes in higher education. 
 
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How Learning Works: Seven Research‑Based Principles for Smart Teaching 

Susan M. Baxter's insight:
Not sure Temple University will keep this link live - but the entire book by Ambrose, Bridges, DiPietro, Lovett & Norman is available at this link (PDF).  In the foreword: "the latest advancement in the continuing task of applying the science of learning to education — particularly, college teaching."
 
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Increasing Student Success in STEM: A Guide to Systemic Institutional Change

Increasing Student Success in STEM: A Guide to Systemic Institutional Change | Effective STEM Education                                      (Mostly HigherEd & Biotechnology-relevant) | Scoop.it
Susan M. Baxter's insight:
This is Elrod & Kezar's final report from the Keck Foundation-PKAL project (2012-2015) on institutional change; CSUPERB/ the CSU Office of the Chancellor was one institutional participant.
 
 
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Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM - Carpi - 2016 - Journal of Research in Science Teaching -...

Susan M. Baxter's insight:
Key takeaway: "as participation in undergraduate research becomes more common, and even expected, within the graduate applicant pool. However, if undergraduate research experiences are preferentially available at more financially advantaged institutions, the droves of minority science students enrolled in underfunded public institutions will be further disadvantaged. Thus, while the trend toward undergraduate participation in research may benefit the state of science education nationally, there is an inherent danger of exacerbating current disparities in minority representation if care is not taken to support these experiences at institutions that may not presently be able to afford them."
 
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Culturally Diverse Undergraduate Researchers’ Academic Outcomes and Perceptions of Their Research Mentoring Relationships

Culturally Diverse Undergraduate Researchers’ Academic Outcomes and Perceptions of Their Research Mentoring Relationships | Effective STEM Education                                      (Mostly HigherEd & Biotechnology-relevant) | Scoop.it
(2015). Culturally Diverse Undergraduate Researchers’ Academic Outcomes and Perceptions of Their Research Mentoring Relationships. International Journal of Science Education: Vol. 37, No. 15, pp. 2533-2554. doi: 10.1080/09500693.2015.1085133
Susan M. Baxter's insight:
"For undergraduate students to pursue STEM fields, they must be exposed to learning experiences that give rise to robust self-efficacy expectations. According to SCCT assertions (Lent et al., 1994), without these essential learning experiences, interests and goals related to pursuing STEM fields may be stifled, regardless of the student's level of objective talent."
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A Nobel Laureate's Education Plea: Revolutionize Teaching

A Nobel Laureate's Education Plea: Revolutionize Teaching | Effective STEM Education                                      (Mostly HigherEd & Biotechnology-relevant) | Scoop.it
Stanford physicist Carl Wieman is on a quest to bury the big lecture in favor of evidence-based techniques. But it's not clear higher education is listening.
Susan M. Baxter's insight:
NPR checks in with Carl Wieman - a leading proponent of active teaching and learning (and vehemently anti-lecture!).
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REVISITING THE STEM WORKFORCE - A Companion to Science and Engineering Indicators 2014 

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Much of the text in the "Promising Practices for Strengthening Regional STEM Workforce.." (see scooped article here on this page), is drawn from this National Science Board Report from Feb. 2014

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Increasing Persistence in Undergraduate Science Majors: A Model for Institutional Support of Underrepresented Students

Increasing Persistence in Undergraduate Science Majors: A Model for Institutional Support of Underrepresented Students | Effective STEM Education                                      (Mostly HigherEd & Biotechnology-relevant) | Scoop.it

Increasing Persistence in Undergraduate Science Majors: A Model for Institutional Support of Underrepresented Students Brit Toven-Lindsey*, Marc Levis-Fitzgerald*, Paul H.

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Broadening students' minds : Nature Nanotechnology : Nature Publishing Group

Philip S. Lukeman and Stefan Howorka provide a training programme to improve the interdisciplinary breadth and depth of a nanoscience research group.
Susan M. Baxter's insight:

Important educational work to figure out how to best teach students to think and work in interdisciplinary settings.  Test bed here is nanotechnology - but equally applicable to biotechnology groups!

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