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STEM Symposium
Science, Technology, Engineering & Mathematics
April 22, 2009
Expanding Teaching and Research Opportunities for STEM Undergraduates
Facilitator: Vicky Foxworth
Joseph Okoh MARC program. UMES Minority Serving institutions. Measurable objectives and goals. Originally it wasnt funded. Fellowship
Guidelines:
All students must have the ability to succeed
Academic and social lives of students were integrated
Undergraduate research a viable and vibrant tool for teaching
Had to seek collaboration of faculty
Decided to involve k-12 for all of our programs
Then we had to go to university for institutional support. Financial, structural funds for research celebration, informational, letters of support for students, recognize faculty and students
Can start with f faculty and student pairs. At the high end for faculty 4000-5000. Students get $4000 in summer. Waive dorm fees in summer.
5 things that are part of curriculum:
Information literacy. Learn how to read journal articles. At high end they need to learn how to write grants, write a proposal
Elements of data collection
Computer skills
Communication skills
Group work dynamics, ethics of authorship, conflict resolution and training to identify personality profiles
In last years weve matriculated 40 students into Ph.D program. Only place we havent had much success is with UMCP.
Jim Purtillo, UMCP CMPS
Engagement and non-traditional delivery of our content. What are the business processes of being scientists and scholars.
Students get better placements. What are the mindsets that trigger engagement?
In chem. And life sciences, help them understand what research is and how to do and capture imagination. Some living learning communitys with thematic and reserved housing.
Engineering FLEXus living learning for women
QUEST business processes of being engineer
CMPS Portal leadership development
Some specific things research opportunities Gemstone. Relates business skills and social network. 10 or so with a faculty mentor. Jim has senior team to graduate. They with a substantive research project.
We have undergraduate teaching program, we pay them. Value strong peer mentoring and peer involvement.
SEM program software engineering at MD. Teach a capstone course with external projects.
Calss credit for students who go into high school to teach. Punch line engagement, it works. Social aspect is critical.
UMBI have enjoyed MARC students
Joseph one of our guiding principles is to involve k-12. Eco system restoration project involved schools in Wooster and Sommerset county. Had 400 students doing this.
We did a NOA project. They are interested in STEM disciplines. Each year has 45,000 to run a middle school workshop for 2 weeks. How to construct rockets, websites, remotely controlled vehicles.
Not a residential program, bussed in every day. At the end we have a celebration.
We just got a chemical society grant. Will bring in 5 high school students and each will get $2500.
Joseph now we have renewed our grant for 2 cycles. Got 900,000. Fran for 5 years. In 2003 got 2.5 million.
In the last go around we are writing to start a new one. Since objectives are measurable and we have tight assessment process. We dont do the assessment ourselves. At NIH, they say once you have a handle on your first program, then it should be institutionalized. You write based on your weaknesses from last project so you can get refunded or you propose something new.
Jim sympathize with Uri about needing to expose students to the basic language
We have gone from 4 full-time in diversity outreach to none, we divested all of the scholarships related to race and culture. Our graduation rates have gone up. Now on a group of grants need-based scholarship.
Instead of having centralized support for diverse students they were going to their deartment advisors. We only helped them connect with each other but not with the professors. Who could tell them how you make it in this course or that course.
Gold standard for success was personal contact with a mentor in the filed to hep bring them in as scholars.
Jim happy with the track record.
What about the average student who want so major in STEM but cant maintain the GPA?
MARC program. A vehicle for transforming the whole dept, not just for an elite group of students.
Tutoring, MARC program funds peer instruction. The tutors are rigorously trained and prepared. MARC also fund faculty development. These faculty are available dept wide.
Every student regardless of their academic background is capable of success.
Crucially important is the mentoring aspect of this. I have co-directors and we are with student sometimes til 9 PM.
We limit research programs to our top students but we have to find a way to extend those avenues to lesser performing students. For first 2 years they may flounder and then get their stride. Then you enrich whole department.
How do you get faculty buy-in?
Joseph in the beginning you have to people on which whole department can ride.
For example for the NOAH grant. Got a second grant for 3.5 million. You try to select faculty who might be interested and include them in writing the proposal. Now they show up when they didnt used to.
To start you have to ride on the backs of just a few. You must show you are valued added to what they are doing.
Hard reality at UM, we are concerned with only research and it is hard to get faculty away from that. We have to show that they can get free labor by having a mentee.
Dont put out an open invitation to be involved; grab someone by the neck to bring them in.
My interest is in teaching side. Colleges students say in a survey that kids are scary We need to teache them how to teach kids.
Try to give college students confidence to go into high schools.
We teach computer science wrong, we teach it as programming rather than as science.
I am working with MSDE to get computer science as a high school major.
If college students are afraid to teach in high school classrooms then encourage them to be the heads of clubs like robotics, etc.
Have college students meet high school teachers to humanize them
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