Transforming institutions : undergraduate STEM education for the 21st century / edited by Gabriela C. Weaver [and three others].

Includes bibliographical references.

Introduction -- 1. Why Now is the Time for Institution-level Thinking in STEM Higher Education -- 2. Transforming Undergraduate STEM Education: Responding to Opportunities, Needs and Pressures -- Section A: Theories and Models of Institutional Transformation -- 1. The Reform of Undergraduate Science, Technology, Engineering, and Mathematics Education in Context: Preparing Tomorrow’s STEM Professionals and Educating a STEM-Savvy Public -- 2. Institutional Transformation in STEM: Insights from Change Research and the Keck-PKAL Project -- 3. The Role of Cultural Change in Large-Scale STEM Reform: The Experience of the AAU Undergraduate STEM Education Initiative -- 4. Increasing Student Success in STEM: An Overview for a New Guide to Systemic Institutional Change -- Section B: Case Studies—Projects at the Institution Level -- 1. Advancing Evidence-Based Teaching in Gateway Science Courses Through a Mentor-Apprentice Model -- 2. Developing Faculty Cultures for Evidence-Based Teaching Practices in STEM: A Progress Report -- 3. From Grassroots to Institutionalization: RIT’s CASTLE -- 4. Towards a Model of Systemic Change in University STEM Education -- 5. The Science Education Initiative: An Experiment in Scaling Up Educational Improvements in a Research University -- 6. Planning Transformation of STEM Education in a Research University -- 7. Supporting STEM Education: Reflections of the Central Indiana Talent Expansion Project -- 8. Applying the CACAO Change Model to Promote Systemic Transformation in STEM -- 9. Review of the Undergraduate Science Curriculum at the University of Queensland -- 10. Key Elements to Create and Sustain Educational Innovation at a Research-Intensive University -- 11. Changing Practice Towards Inquiry-Oriented Learning -- Section C: Case Studies—Projects at the Course and Department Level -- 1. The Vertically Integrated Projects (VIP) Program: Leveraging Faculty Research Interests to Transform Undergraduate STEM Education -- 2. Transformative Initiatives: How iFoundry Reimagines STEM Education for the 21st Century -- 3. Current Directions in Modern Undergraduate Engineering Education -- 4. How an R-1 University Rallies Around Transforming Education: Opportunities and Challenges -- 5. Departmental Redesign: Transforming the Chattanooga State Math Program -- 6. Successful Model for Professional Development: Creating and Sustaining Faculty Learning Communities -- Section D: Faculty Development -- 1. A Disciplinary Teaching and Learning Center: Applying Pedagogical Content Knowledge to Faculty Development -- 2. Faculty Learning Communities: A Professional Development Model that Fosters Individual, Departmental, and Institutional Impact -- 3. STEM Faculty Perceptions of Concept Map Assessments -- 4. Teaching to Increase Diversity and Equity in STEM (TIDES): STEM Faculty Professional Development for Self-Efficacy -- 5. A Social Constructivist Perspective of Teacher Knowledge: The PCK of Biology Faculty at Large Research Institutions -- 6. Culture, Policy and Resources: Barriers Reported by Faculty Implementing Course Reform -- Section E: Metrics and Assessment -- 1. Clickers in the Wild: A Campus-Wide Study of Student Response Systems -- 2. Closing the Loop: A Model for Inter-Institutional Collaboration Through Delivering Formative Assessment in Large, First-Year STEM Classes -- 3. Describing Instructional Practice and Climate: Two New Instruments -- 4. The Roles of Data in Promoting Institutional Commitment to Undergraduate STEM Reform: The AAU STEM Initiative Experience -- Section F: Synthesis of Common Themes -- 1. The Reformers’ Tale: Determining Progress in Improving Undergraduate STEM Education -- 2. Why Doesn’t Knowing Change Anything? Constraints and Resistance, Leverage and Sustainability -- 3. Toward a New Normal -- Section G: Appendices -- 1. Editor Biographical Information -- 2. Transcript of Keynote Address by Freeman Hrabowski III at the 2014 Transforming Institutions Conference --

Higher education is coming under increasing scrutiny, both publically and within academia, with respect to its ability to appropriately prepare students for the careers that will make them competitive in the 21st-century workplace. At the same time, there is a growing awareness that many global issues will require creative and critical thinking deeply rooted in the technical STEM (science, technology, engineering, and mathematics) disciplines. However, the existing and ingrained structures of higher education, particularly in the STEM fields, are not set up to provide students with extensive skill development in communication, teamwork, and divergent thinking, which is needed for success in the knowledge economy. In 2011 and again in 2014, an international conference was convened to bring together university leaders, educational policymakers and researchers, and funding agency representatives to discuss the issue of institutional transformation in higher education, particularly in the STEM disciplines. Central to the issue of institutional transformation is the ability to provide new forms of instruction so that students can gain the variety of skills and depth of knowledge they will need. However, radically altering approaches to instruction sets in motion a domino effect that touches on learning space design, instructional technology, faculty training and reward structures, course scheduling, and funding models. In order for one piece to move, there must be coordinated movement in the others, all of which are part of an entrenched and interconnected system. Transforming Institutions brings together chapters from the scholars and leaders who were part of the 2011 and 2014 conferences. It provides an overview of the context and challenges in STEM higher education, contributed chapters describing programs and research in this area, and a reflection and summary of the lessons from the many authors'' viewpoints, leading to suggested next steps in the path toward transformation.l to the issue of institutional transformation is the ability to provide new forms of instruction so that students can gain the variety of skills and depth of knowledge they will need. However, radically altering approaches to instruction sets in motion a domino effect that touches on learning space design, instructional technology, faculty training and reward structures, course scheduling, and funding models. In order for one piece to move, there must be coordinated movement in the others, all of which are part of an entrenched and interconnected system. Transforming Institutions brings together chapters from the scholars and leaders who were part of the 2011 and 2014 conferences. It provides an overview of the context and challenges in STEM higher education, contributed chapters describing programs and research in this area, and a reflection and summary of the lessons from the many authors'' viewpoints, leading to suggested next steps in the path toward transformation.l to the issue of institutional transformation is the ability to provide new forms of instruction so that students can gain the variety of skills and depth of knowledge they will need. However, radically altering approaches to instruction sets in motion a domino effect that touches on learning space design, instructional technology, faculty training and reward structures, course scheduling, and funding models. In order for one piece to move, there must be coordinated movement in the others, all of which are part of an entrenched and interconnected system. Transforming Institutions brings together chapters from the scholars and leaders who were part of the 2011 and 2014 conferences. It provides an overview of the context and challenges in STEM higher education, contributed chapters describing programs and research in this area, and a reflection and summary of the lessons from the many authors'' viewpoints, leading to suggested next steps in the path toward transformation.l to the issue of institutional transformation is the ability to provide new forms of instruction so that students can gain the variety of skills and depth of knowledge they will need. However, radically altering approaches to instruction sets in motion a domino effect that touches on learning space design, instructional technology, faculty training and reward structures, course scheduling, and funding models. In order for one piece to move, there must be coordinated movement in the others, all of which are part of an entrenched and interconnected system. Transforming Institutions brings together chapters from the scholars and leaders who were part of the 2011 and 2014 conferences. It provides an overview of the context and challenges in STEM higher education, contributed chapters describing programs and research in this area, and a reflection and summary of the lessons from the many authors'' viewpoints, leading to suggested next steps in the path toward transformation.ransformation is the ability to provide new forms of instruction so that students can gain the variety of skills and depth of knowledge they will need. However, radically altering approaches to instruction sets in motion a domino effect that touches on learning space design, instructional technology, faculty training and reward structures, course scheduling, and funding models. In order for one piece to move, there must be coordinated movement in the others, all of which are part of an entrenched and interconnected system. Transforming Institutions brings together chapters from the scholars and leaders who were part of the 2011 and 2014 conferences. It provides an overview of the context and challenges in STEM higher education, contributed chapters describing programs and research in this area, and a reflection and summary of the lessons from the many authors'' viewpoints, leading to suggested next steps in the path toward transformation..