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From page 339... ...
• Feedback at two meetings (a December 2023 hybrid public input session1 and a December 2023 meeting of members of the Round table on Systemic Change in Undergraduate STEM Education2)
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From page 340... ...
This summary of the public input on the discussion draft includes five overarching themes, broad themes for principles and practices, suggested actions for departments and institutions, and recommendations for strengthening the Principles for Equitable and Effective Teaching in undergraduate STEM education. It also includes the Committee's responses based on the feedback received.
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From page 341... ...
Respondents offered suggestions to im prove the framework to achieve the goal of equitable and effective STEM education: • Go beyond the classroom. To drive meaningful change, take a bolder and broader approach to address out-of classroom challenges, rather than focusing solely on class room-dominant solutions.
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From page 342... ...
Respondents overwhelmingly emphasized the critical role of faculty in addressing equitable and effective STEM education. They suggested adding a faculty-specific principle that calls for directly supporting and providing professional develop ment for all faculty types, informed by broader and more represen tative faculty input: • Broaden the traditional concept of faculty.
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From page 343... ...
The definition of instructors used in the report has been explained to be clear that it includes VITAL and tenure track educators. Recommendations also call for academic units and institutions to provide professional learning and development and to support instructors in other ways including by rewarding efforts to improve teaching (and to improve how teaching is evaluated)
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From page 344... ...
Specifically: • Stress development and support for all faculty types, including adjunct and non-tenure-track instructors. Emphasize effective and equitable instructional practices, clarify institutional expectations for career success, foster professional learning communities, share resources, and assign instructors to courses with intentionality.
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From page 345... ...
Departmental Actions Departmental actions that were suggested by respondents included • Bolster faculty development with quality, sustained professional learning for all faculty. Encourage faculty participation and buy-in with incentives and alignment to accountability practices.
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From page 346... ...
Institutional Actions Institutional actions that were suggested by respondents included • Create incentives and broaden accountability. Offer robust faculty support and development for cultivating equitable and effective instructional practices, including aligning review, promotion, and tenure decisions with the integration of these Principles and ensur ing thorough evaluation of course outcomes.
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From page 347... ...
Programs Comments do not represent the APS position Department American Society for Biochemistry and Membership organization Molecular Biology Howard Hughes Medical Institute Inclusive 120+ undergraduate STEM educators, Excellence 3 Learning Community Cluster 2 administrators, and staff in 14 universities and colleges. Comments represent the opinion of members, not the institute.
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From page 348... ...
DeKloe, Professor of Individual Biological Science, Biotechnology, and Biomanufacturing, Solano Community College Douglas K Duncan, emeritus faculty Individual member in the Department of Astrophysical and Planetary Sciences at the University of Colorado, Boulder Nicole LaDue, Geoscience Education Individual Researcher at Northern Illinois University Sarah Kinnison, Associate Director of Individual, editorial comments Program Development at Achieving the Dream Bruce Nappi, retired educator and engineer Individual William (Bill)
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