STEP 2011: Institutional Culture, Institutional Change & Institutionalization

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https://hdl.handle.net/1794/11221

Science, Technology, Engineering and Mathematics Talent Expansion Program (STEP) 2011 Grantees Meeting, Washington, D.C., March 17-18, 2011

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Browsing STEP 2011: Institutional Culture, Institutional Change & Institutionalization by Subject "Minorities -- Education -- United States"

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    Becoming Institutional Change Agents in STEM
    (National Science Foundation, 2011-03-17) Dowd, Alicia C.
    In releasing its 2010 report Preparing the Next Generation of STEM Innovators, the National Science Board emphasized the need to make STEM fields more inclusive of underrepresented students and called for a “renewed aspiration towards equity and excellence in U.S. STEM education.” The Board recommended greater investment in professional development for STEM educators to assist them in identifying talented students from diverse backgrounds, creating “supportive learning ecosystem(s),” and offering curricula based on inquiry-based learning and real-world problem-solving. This presentation describes an emerging science of agency and “praxis” in STEM focused on understanding the kinds of professional development STEM educators need to become “institutional agents” on behalf of underrepresented racial-ethnic groups in STEM. Based on case study research supported by the National Science Foundation, the Center for Urban Education at the University of Southern California has characterized the role of “institutional agents” in STEM and is now evaluating the factors that enable STEM educators to act as the agents of equity and excellence called for in the Board’s report.
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    Lessons Learned: Best Practices and Strategies for Supporting Students’ Success in Science and Engineering
    (National Science Foundation, 2011-03-18) Hrabowski, Freeman III
    In the light of increasingly competitive global markets and rapid technological and demographic changes at home, it is imperative that America produce many more well prepared scientists and engineers from all backgrounds. Freeman Hrabowski has served as the Principal Investigator on his university’s National Science Foundation ADVANCE grant, and he chaired the National Academies Committee that recently produced the report, “Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads.” For decades a champion of expanding STEM participation by students from all backgrounds, Hrabowski will address best practices and lessons learned in STEM education, particularly as they relate to the transformation of institutional cultures.