This book chronicles the introspective and contemplative strategies employed within a uniquely-designed professional development intervention that successfully increased the self-efficacy of STEM faculty in implementing culturally relevant pedagogies in the computer/information sciences.
By the end of this decade, the U.S. economy will annually create hundreds of thousands of new jobs requiring a bachelor's degree in STEM fields, particularly computer science. This increasing need for computer scientists, coupled with an inconsistent agenda for managing dramatic shifts in the demographic landscape of higher education, compromises our competitiveness in scientific discovery and innovation. As higher education seeks to address this issue, the need for more culturally responsive approaches to undergraduate STEM teaching also increases.
This book uses the power of reflection, storytelling, and data to holistically demonstrate the effectiveness of a novel professional development intervention for STEM faculty - Teaching to Increase Diversity and Equity in STEM, or TIDES - that significantly increased faculty self-efficacy in implementing culturally responsive pedagogies. In it, the editors combine the authentic voices of authors from multiple institutional contexts and individual worldviews to assimilate and synthesize broad theoretical concepts into practice in usable ways, while also offering concrete applicable examples of strategies and solutions that serve as an important comprehensive reference for all undergraduate educators and administrators. This practical guide provides a durable platform for building capacity in understanding of the cultural complexities and institutional realities of recruiting and retaining diverse students in STEM, particularly the computer sciences.
Arvustused
Educators describe their experiences with the TIDES movement--Teaching to Increase Diversity and Equity in STEM--as a way of dealing the US back into the world competition in science, technology, engineering, and mathematics. Among the topics are cybernetic girls can be pinky: strategies to recruit and retain Latinas into STEM in the context of faculty-to-student empowerment, fostering an environment for all students to succeed in computer science: integrating culturally responsive pedagogies with curricula redesign, culturally responsive strategies for addressing recruitment and retention of women in STEM: online modules for building STEM majors' computational skills, equity through access to computer science learning at a small liberal art college, and interventions addressing recruitment and retention of under-represented minority groups in undergraduate STEM disciplines. -- Annotation ©2019 * (protoview.com) *
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Chapter 1 That None Shall Perish |
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1 | (14) |
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Chapter 2 Theoretical Underpinnings of TIDES: Priorities, Processes, and Promise |
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15 | (18) |
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Chapter 3 Cybernetic Girls Can Be Pinky: Strategies to Recruit and Retain Latinas into STEM in the Context of Faculty-to-student Empowerment |
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33 | (20) |
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Lilliam Casillas-Martinez |
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Chapter 4 Changing Faculty Culture to Promote Diversity, Equity, and Inclusion in STEM Education |
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53 | (20) |
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Chapter 5 In Search of Hidden but Accessible Truths: Coding for All at Queens College |
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Chapter 6 Fostering an Environment for All Students to Succeed in Computer Science: Integrating Culturally Responsive Pedagogies with Curricula Redesign |
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97 | (18) |
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Chapter 7 Culturally Responsive Strategies for Addressing Recruitment and Retention of Women in STEM: Online Modules for Building STEM Majors' Computational Skills |
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115 | (20) |
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Chapter 8 Culturally Responsive Computational Science through Research Experience in Core-curriculum Courses |
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Chapter 9 A Journey of Discovery |
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153 | (20) |
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Chapter 10 Equity through Access to Computer Science Learning at a Small Liberal Arts College |
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173 | (14) |
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Chapter 11 Challenging Us to Change |
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187 | (14) |
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Chapter 12 The Rising TIDE of Wright State University: Context, Connections, and Consequences |
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201 | (16) |
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Chapter 13 Music as the Icebreaker for Learning to Code |
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217 | (12) |
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Chapter 14 Interventions Addressing Recruitment and Retention of Underrepresented Minority Groups in Undergraduate STEM Disciplines |
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229 | (20) |
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Chapter 15 Strengthening Computer and Mathematical Sciences Engagement and Learning |
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249 | (10) |
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Chapter 16 Measurement and Assessment |
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259 | (14) |
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| Index |
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Kelly Mack, PhD, is the Vice President for Undergraduate STEM Education and Executive Director of Project Kaleidoscope at the Association of American Colleges and Universities, USA. She currently serves as Principal Investigator of the TIDES Project. Kate Winter, PhD, leads the team at Kate Winter Evaluation, LLC (KWE). KWE's areas of evaluation expertise include broadening participation in STEM, college student access and retention, professional development for faculty, and institutional change.
Melissa Soto, PhD, is Deputy Director of the Biology Scholars Program at the University of California, Berkeley, USA. Her previous work includes efforts at the National Science Foundation, the University of California, and the Association of American Colleges and Universities where she facilitated TIDES Project activities.
