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Peer Review provides a quarterly briefing on emerging trends and key debates in undergraduate education. Each issue is focused on a specific topic, provides comprehensive analysis, and features campus
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Peer Review Spring 2015, Vol. 17, No. 2
Navigating Institutional Change for Student Success in STEM
This issue of
Peer Review is an excellent resource for all those working to advance student success in STEM or those leading institutional curricular change efforts. Please feel free to share this
e-mail with your colleagues in STEM disciplines, teaching and learning centers, or student success offices.
This issue, sponsored by the W. M. Keck Foundation as part of the PKAL Guide to Systemic Institutional Change in STEM Education project, features case studies by institutions that developed
and field tested a comprehensive institutional model for facilitating strategic change in STEM education. The model takes a scientific approach and provides both a process and content scaffold for campus leaders to facilitate change efforts. It offers leadership,
planning, assessment, and practical tools for developing a strategic plan for change, including evidence-based practices. The model also provides a “readiness” tool for assessing the capacity for change in terms of faculty expertise, resources, and campus
infrastructure as well as a rubric for monitoring progress. Although the model was developed for STEM specifically, it can be adapted to other institutional change projects more broadly or outside the STEM disciplines.
The table of contents for the
Peer Review issue is below, with links to full online articles.
From
the Editor
Shelley Johnson Carey
ANALYSIS
Increasing
Student Success in STEM
Susan Elrod, California State University–Chico, and Adrianna Kezar, University of Southern California
Framing
Leadership for Sustainable Interdisciplinary Programs
Mary J. S. Roth, Lafayette College, and Susan Elrod, California State University–Chico
PRACTICE
iAMSTEM:
Increasing STEM Success at UC–Davis
Chris Pagliarulo and Marco Molinaro; both of University of California–Davis
STEM
Success through System-Wide Coordination
Susan Baxter, Judy Botelho, and Ken O’Donnell; all of the California State University System Office
Implementing
a Summer STEM Bridge Program
Bidushi Bhattacharya and David E. Hansen; both of the W. M. Keck Science Department, Claremont McKenna, Pitzer, and Scripps Colleges
First-Year
STEM Retention Strategies at University of La Verne
Kathleen F. Weaver, Jerome V. Garcia, and Christine Broussard; all of the University of La Verne
STEM
Student Success through the CSUF Catalyst Center
Robert A. Koch and Michael Loverude; both of California State University–Fullerton
Improving
STEM Retention at CSUEB
Caron Inouye, Chung-Hsing Ouyang, Stephanie Couch, and Elizabeth Yeager; all of California State University–East Bay
REALITY CHECK
The
Language of Change
Kelly Mack and Christina Shute; both of AAC&U's
Office of Undergraduate STEM Education and Project Kaleidoscope (PKAL)
From Howard Hughes Medical Institute (HHMI)
Inclusive Excellence: 2017 Undergraduate Science Education Grants:
July 14, 2015—Deadline for Intent to Apply
http://www.hhmi.org/InclusiveExcellence2017
See also other
publications and periodicals from Project Kaleidoscope (PKAL) at
www.aacu.org/pkal/publications.
AAC&U and PKAL are cosponsoring a
conference on Transforming STEM Education from November 12-14, 2015, in Seattle, Washington:
www.aacu.org/meetings/stem/15
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