Transforming Undergraduate STEM Education Supporting Equitable and Effective Teaching (2025) / Chapter Skim
Currently Skimming:
Appendix A: Public Comments on Draft Report and Committee Response
Appendix A: Public Comments on Draft Report and Committee Response
Pages 357-368
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 357... ...
Not all respondents answered every question. • Feedback at two meetings (a December 2023 hybrid public input session 102 and a December 2023 meeting of members of the Roundtable on Systemic Change in Undergraduate STEM Education 103)
|
From page 358... ...
Overall, the public feedback was positive, with no significant requests for changes to the content or organization of the Principles for Equitable and Effective Teaching, although there were suggestions to improve the draft. 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.
|
From page 359... ...
Highlight the role of institutional and departmental policies in implementing equitable and effective teaching. Acknowledge that classroom practices alone will not adequately address this challenge.
|
From page 360... ...
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 development for all faculty types, informed by broader and more representative faculty input: • Broaden the traditional concept of faculty.
|
From page 361... ...
Respondents stressed a need for curricular reform, with student input, that emphasizes accessible and effective active learning with real world opportunities. They suggested explicitly recognizing that core STEM content, skills, and knowledge are necessary for STEM success and that equitable and effective teaching should not sacrifice rigor: • Address discipline-specific concerns.
|
From page 362... ...
Conduct ongoing curriculum reviews at the course, departmental, and institutional levels to address inequitable practices, such as "weed-out classes." Some respondents highlighted math requirements as a Prepublication copy, uncorrected proofs
|
From page 363... ...
Avoid operating in isolation; instead, institutions should actively seek partnership and input from students, faculty, nonprofits, and other institutions to enhance collaboration and broaden their impact. Committee Response: More examples of how to use the Principles for Equitable and Effective Teaching effectively in a variety of modalities and institution types are now provided in Chapter 5.
|
From page 364... ...
• Emphasize effective leadership and departmental operations, including reflection and communication about departmental policies, practices, and resources to enhance equity. Emphasize the importance of diverse hiring and promotion, intentional faculty assignment, and workloads aligned with goals.
|
From page 365... ...
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 ensuring thorough evaluation of course outcomes. Acknowledge and reward exemplary and equitable teaching practices and extend these efforts to non-tenure-track faculty, including adjuncts.
|
From page 366... ...
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 administrators, and staff in 14 universities and 2 colleges. Comments represent the opinion of members, not the institute.
|
From page 367... ...
DeKloe, Professor of Biological Individual 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 Prepublication copy, uncorrected proofs
|
From page 368... ...
STEM Center Prepublication copy, uncorrected proofs
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.