Undergraduate STEM Teaching
Effective 21st century teaching of the undergraduate STEM disciplines requires the kind of deliberate and intentional effort that will guarantee no student is ever discouraged from or denied the opportunity to pursue a STEM major because of race/ethnicity, gender, ability status, socioeconomic class, or any intersection thereof. Such effort must be grounded in deep self-reflection, responsive to societal imperatives, and free of the influence of any implicit biases orexplicit prejudices.
“Let's not play these kids cheap; let's find out what they have...” Ralph Ellison
In order for US STEM higher education to meet contemporary demands for a more competitively trained and diverse STEM workforce, leaders – at every professorial and positional level – must be prepared to lead institutional change with courage, embrace diverse perspectives and worldviews with authenticity and legitimacy, and communicate bold, new ideas with thoughtfulness and clarity.
“Leadership is the capacity to translate vision into reality” Warren Bennis
Research and Evaluation
Rigorously documenting the effectiveness of teaching and leadership requires not only quantitative and qualitative analysis, but also keen attention to ensuring that the experiences of a dominant group are not universalized as the experiences of all. This is particularly true for STEM higher education, given our reliance on evidence to define our disciplines, shape our classrooms, and determine educational priorities for postsecondary education.
“Research is creating new knowledge” Neil Armstrong
“I guarantee you that I will spark
the brain that will change the world” Tupac Shakur