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HOW CAN UNIVERSITY LEADERSHIP PROMOTE CHANGE
IN UNDERGRADUATE STEM EDUCATION?
Thomas J. LeBlancVision and Change in Biology Undergraduate Education
AAAS Annual Meeting/ August 2013
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THE UNIVERSITY OF MIAMI
11 schools and colleges on 3 campuses including• Miller School of Medicine• College of Arts & Sciences• College of Engineering• Rosenstiel School of Marine
& Atmospheric Sciences
A private comprehensive research university
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THE UNIVERSITY OF MIAMI (CONT.)
Approximately 15,000 students• 10,000 undergraduate students• 5,000 graduate and professional students
A diverse student body• 28% Hispanic• 8% African American• 12% Asian or Pacific Islander• 50% White
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Interdisciplinary entry level science courses Competency-based science curriculum Student-centered learning in the classroom Evidence-based teaching Authentic research in intro laboratory courses Emphasis on “relevant” quantitative skills Institutional commitment to change
“THE TIMES THEY ARE A-CHANGIN’ ”
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WHAT CAN INSTITUTIONAL LEADERS DO?
Identify and support faculty leaders
Provide release time and summer support for faculty
Grant “credit” for innovative strategies (e.g. team teaching)
Support professional development opportunities
Sustain innovative programs over time
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STEM Curricula Reform for Persistence and Diversity
Provost
Dean
Department Chair
Faculty
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PERSISTENCE AND DIVERSITY
1. Student Engagement2. Tools to Excel 3. Diverse Pathways
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STUDENT ENGAGEMENT: AUTHENTIC RESEARCH IN HHMI INTRODUCTORY
BIOLOGY LABS
Each lab is led by a three-person team
Students work in four teams of six students
Each team designs and conducts a research project
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HHMI INTRODUCTORY BIOLOGY LABSStronglyagree
Stronglydisagree
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STUDENT ENGAGEMENT: HOW CAN LEADERSHIP HELP?
Renovated or construct undergraduate laboratories suitable for group projects
Provided graduate student support for the labor-intensive team-teaching approach
Reduced teaching assignments for research faculty involved in the labs
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TOOLS TO EXCEL: PRISM CURRICULUM
PRISM is a science and math curriculum developed at UM• Integrates basic science and math courses within block
scheduling
• Teaches science at an advanced level with a focus on quantitative skills
• Provides students with hands-on opportunities with new technologies and cutting-edge methods
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TOOLS TO EXCEL: HOW CAN LEADERSHIP HELP?
Created a faculty committee with strong institutional leadership to develop new approach
Provided summer support for PRISM faculty to design new curriculum
Encouraged department chairs and faculty to support new curriculum
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DIVERSIFY PATHWAYS: AN INSTITUTIONAL PARTNERSHIP WITH MIAMI DADE COLLEGE
MDC is the largest and most diverse college in the U.S.
Nearly 70,000 full-time students Eight campuses Diverse student body
• 71% Hispanic• 18% African –American• 8% White
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PATHWAYS TO THE FUTURE
MS (13.7%)
PhD (22.0%) MD/
PhD(1.4%)
MD (34.0%)
PharmD (5.5%)
DDS (4.1%)
JD (2.7%) Non-science PhD (1.4%)
N = 98
Other
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DIVERSIFY PATHWAYS: WHAT CAN LEADERSHIP DO?
Waived tuition for high school transition course taught at UM by MDC/UM Faculty
Waived tuition for MDC Bridge Scholars to take HHMI labs at UM
Waived tuition for MDC Bridge Scholars who transfer to UM after MDC
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CHALLENGES TO CHANGE Overcoming faculty and institutional inertia
Reexamining teaching/research balance
Protecting and nurturing early-career faculty
Training faculty in evidence-based teaching
Finding time (faculty) and money (labs)
Having courage to fail
Increasing communication among institutions