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Student Educational Scholarship Series

Tuesday, February 11, 2025 11am to 12pm

+ 3 dates

  • Tuesday, February 18, 2025 11am to 12pm
  • Tuesday, February 25, 2025 11am to 12pm
  • Tuesday, March 4, 2025 11am to 12pm

This event concludes a series of thought-provoking sessions held on February 4th, February 11th, February 18th, and February 25th. Donโ€™t miss this exciting opportunity to engage with cutting-edge research and practical strategies for enhancing STEM education through TA support!

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February 11th withย Holly Fortener, Doctoral Student, Geological Sciences:
Teaching-focused professional development (PD) programs offered at institutions of higher education (IHEs) are uniquely positioned to be levers of change that improve the quality of undergraduate science, technology, engineering, and mathematics (STEM) education in ways that broaden participation in STEM education, workforce development, and career pathways in the United States (US). PD programs and their potential to transform undergraduate STEM education, however, are understudied. This multiple-case study compares suites of PD programs offered at three IHEs in the US: a community college, an emerging research institution, and a research-intensive university. Each suite of PD programs is characterized in terms of program structure, implementation, and potential to transform undergraduate STEM education. The presented results illustrate the existence of a wide range of ways in which PD programs are structured and implemented. A key finding is a suite of PD programs offered at these IHEs has greater potential to transform undergraduate STEM education when embedded in an institutional culture that highly prioritizes the teaching enterprise. Lastly, the results are synthesized into an innovative framework. The framework can be used as a tool to design, implement, and evaluate PD programs so they have greater potential to transform undergraduate STEM education in the US.

Reference:ย Fortener, H., Arthurs, L. A., Shabram, P., Lu, P., Cheng, C.-L., Plaza-Torres, S., & Flaagan, C. (2024). A multiple case study of teaching-focused professional development programs offered at three different types of US institutions of Higher Education. Higher Education Studies, 14(3), 170โ€“188. https://doi.org/10.5539/hes.v14n3p170

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Join us on March 4th for the special final event in our series, featuring Chelsea Taylor, PhD Student in Psychology and Neuroscience, who will share insights into how graduate teaching assistants (TAs) influence student belonging, self-efficacy, and persistence in STEM lab courses.

Reference:ย Schussler, E. E., et al. (2021). Student perceptions of instructor supportiveness. CBE Life Sciences Education, 20(2), 1โ€“12. https://doi.org/10.1187/cbe.20-10-0238

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๐Ÿ“… When:ย 

  • Tue, Feb 04, 2025, 11:00 AM - 12:00 PM, MT
  • Tue, Feb 11, 2025, 11:00 AM - 12:00 PM, MT
  • Tue, Feb 18, 2025, 11:00 AM - 12:00 PM, MT
  • Tue, Feb 25, 2025, 11:00 AM - 12:00 PM, MT
  • Tue, Mar 04, 2025, 11:00 AM - 12:00 PM, MT

๐Ÿ“ Where: https://cuboulder.zoom.us/j/94628892778

๐Ÿ‘ฅ Presenter Info:ย 

  • Holly Fortener, Doctoral Student, Geological Sciences
  • Chelsea Taylor, PhD Student, Psychology and Neuroscience

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