Indicators for Monitoring Undergraduate STEM Education (2018) / Chapter Skim
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2 Conceptual Framework for the Indicator System
2 Conceptual Framework for the Indicator System
Pages 37-54
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From page 37... ...
Identifying these discrete objectives, described below, allowed the committee to move forward with developing specific indicators, designed to measure progress toward meeting the specified objectives, and ultimately, to monitor the status and quality of undergraduate STEM education. The committee's conceptual framework represents the process of students moving through higher education as institutions seek to produce graduates capable of meeting the grand challenges of society (as mentioned in Chapter 1)
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. The committee recognizes that the process of undergraduate STEM education is not always linear, as depicted in Figure 2-1.
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However, the committee's generic process model focuses on the most immediate components of the higher education environment -- departments, colleges, and institutions -- eflecting r its charge to develop indicators for undergraduate STEM education.
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The specific targets for improvement reflected in these goals and objectives provide a focus for monitoring the status of undergraduate STEM education over time. GOAL 1: ncrease Students' Mastery of STEM Concepts and Skills by I Engaging Them in Evidence-Based STEM Educational Prac tices and Programs.
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will not be possible without first attending to the STEM educational processes and environment reflected in Goals 1 and 2. These three goals are interconnected and mutually supportive, targeting improvement in various elements of the undergraduate education system and the interactions of these elements that together will enhance students' success in STEM education.
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. Thus, increasing the use of evidence-based STEM educational practices can only happen with support from departmental and institutional cultures.
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The committee assumes that engaging students in evidencebased STEM educational practices (Goal 1) and ensuring their full inclusion and equity (Goal 2)
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. ARTICULATING GOALS AS OBJECTIVES The conceptual framework represented by the committee's generic process model and its three overarching goals could be articulated as many different potential objectives for improving undergraduate STEM education.
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To weigh the importance of various factors emerging from the literature related to each goal, the committee adopted the following criteria for identifying objectives: 1. Evidence of importance or efficacy to STEM educational outcomes: To what extent is there evidence to link the objective to the desired outcomes?
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The Objectives The committee selected 11 objectives for improving undergraduate STEM, grouped under the committee's three overarching goals. GOAL 1: Increase Students' Mastery of STEM Concepts and Skills by Engaging Them in Evidence-Based STEM Educational Practices and Programs.
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However, the objectives primarily target improvement of the educational processes, environments, and outcomes. Although the inputs, the incoming students, influence the quality of undergraduate STEM education, some of the characteristics of the students reflect K–12 preparation, which lies outside the scope of the study charge.
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From page 48... ...
48 INDICATORS FOR MONITORING UNDERGRADUATE STEM EDUCATION TABLE 2-1 Framework, Objectives, and Indicators Framework Objectives Indicators GOAL 1: Increase Students' Mastery of STEM Concepts and Skills by Engaging Them in Evidence-Based STEM Educational Practices and Programs Process 1.1 Use of evidence- 1.1.1 Use of evidence-based based STEM educational STEM educational practices in practices both in and course development and delivery outside of classrooms 1.1.2 Use of evidence-based STEM educational practices outside the classroom Environment 1.2 Existence and use of 1.2.1 Extent of instructors' supports that help STEM involvement in professional instructors use evidence- development based learning experiences 1.2.2 Availability of support or incentives for evidence-based course development or course redesign Environment 1.3 An institutional culture 1.3.1 Use of valid measures of that values undergraduate teaching effectiveness STEM instruction 1.3.2 Consideration of evidence based teaching in personnel decisions by departments and institutions Process 1.4 Continuous No indicators: see "Challenges improvement in STEM of Measuring Continuous teaching and learning Improvement" in Chapter 3 GOAL 2: Strive for Equity, Diversity, and Inclusion of STEM Students and Instructors by Providing Equitable Opportunities for Access and Success Input 2.1 Equity of access to 2.1.1 Institutional structures, high-quality undergraduate policies, and practices that STEM educational strengthen STEM readiness for programs and experiences entering and enrolled college students 2.1.2 Entrance to and persistence in STEM academic programs 2.1.3 Equitable student participation in evidence-based STEM educational practices
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CONCEPTUAL FRAMEWORK FOR THE INDICATOR SYSTEM 49 TABLE 2-1 Continued Framework Objectives Indicators Outcome 2.2 Representational 2.2.1 Diversity of STEM diversity among STEM degree and certificate earners credential earners in comparison with diversity of degree and certificate earners in all fields 2.2.2 Diversity of students who transfer from 2-year to 4-year STEM programs in comparison with diversity of students in 2-year STEM programs 2.2.3 Time to degree for students in STEM academic programs Environment 2.3 Representational 2.3.1 Diversity of STEM diversity among STEM instructors in comparison with instructors diversity of STEM graduate degree holders 2.3.2 Diversity of STEM graduate student instructors in comparison with diversity of STEM graduate students Environment 2.4 Inclusive environments 2.4.1 Students pursuing STEM in institutions and STEM credentials feel included and departments supported in their academic programs and departments 2.4.2 Instructors teaching courses in STEM disciplines feel supported and included in their departments 2.4.3 Institutional practices are culturally responsive, inclusive, and consistent across the institution GOAL 3: Ensure Adequate Numbers of STEM Professionals by Increasing Completion of STEM Credentials as Needed in the Different STEM Disciplines Process 3.1 Adequate foundational 3.1.1 Completion of foundational preparation for STEM for courses, including developmental all students education courses, to ensure STEM program readiness continued
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The specific targets for improvement reflected in these goals and objectives provide a focus for monitoring the status of undergraduate STEM education over time. CONCLUSION 1 Improving the quality and impact of undergraduate STEM education will require progress toward three overarching goals: Goal 1: ncrease students' mastery of STEM concepts and skills by I engaging them in evidence-based STEM educational practices and programs.
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Undergraduate Education: A Status Report for The National Academies National Research Council Board on Science Education. Available: http://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/ dbasse_072637.pdf [June 2016]
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. Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics (STEM)
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. Transforming Institu tions: Undergraduate STEM Education for the 21st Century.
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