Academically Adrift: Limited Learning on College Campuses

, 57–58

Academic coaching/advising

, 294

Academic efficacy

, 242

Academic integration

, 216

Academic monitoring

, 294

Academic self-concept

, 244

Academic support

, 143–144, 201, 203, 205

Academy of Teaching and Learning (ATL)

, 244

Achievement gap

, 319

Active learning

, 62, 157, 162, 164, 173, 239–240, 266–267

applications, Spelman College

, 157

course redesign models

, 62

pedagogies

, 71

See also STEM Center of Excellence for Active Learning (SCEAL)

Active Learning Centers

, 46

Activity-targeting information-processing

, 270–271

Administrator input

, 207

Adopt-a-professor program

, 94

Advising model transformations

, 298

Advising STEM students

, 292–294

departmental context

, 295–297

institutional context and strategy

, 294

at institutional level

, 294

LMAC

, 297–299

negative comments

, 305

positive comments

, 304

suggestions for improvement

, 305

See also life mapping and advising center (LMAC) model for advising

Advising Team

, 191

African American (AA)

, 56

in STEM, disparity of

, 109–110

students

, 318

Algebra and Trigonometry course

, 246

Algebra course

, 238, 253

Almaty (Alma-Ata) Declaration of 1978

, 37

American Chemical Society (ACS)

, 139, 158

Analytical thinking

, 83

Annual Biomedical Research Conference for Minority Students (ABRCMS)

, 16, 41, 99, 142

Application- and analysis-oriented questions

, 275–276

Apply and Achieve

, 324, 327

ASCEND program

background and motivation for

, 36–37

challenges and solutions

, 46–47

concept and rationale for

, 37–39

faculty development

, 45–46

features

, 42–43

funding

, 48

infrastructure development

, 46

institutional context

, 37

lessons learned and recommendations

, 48

research collaborations

, 46

Scholars Program

, 41

stakeholders engagement

, 44–45

student-centered research training initiatives

, 39–41

success evaluation

, 43–44

ASPIRE Peer-facilitated Learning Program (APFL)

, 171

Assessment and Learning in Knowledge Spaces (ALEKS) software program

, 88

“Baby boomers”

, 75

Bandura’s Social Cognitive Theory

, 7

Big brothers & big sister (BBBS) peer mentors

, 300

Biofuel research

, 276

Biology

pedagogical and curriculum reforms in

, 296

student retention

, 296–297

undergraduate enrollment trends for

, 295

Biomedical disciplines, student training programs

, 131

Biomedical workforce

, 36, 147–148

BIO2010 report

, 57

Black Indians and Intertribal Native American Associations

, 99

“Blue-collar” professions

, 123

Bridges Orientation

, 28

“Brown America”

, 79

Building Infrastructure Leading to Diversity (BUILD)

, 132–133, 135

activities

, 135–136

Biomedical Week at Xavier

, 136

Freshman Open House

, 136

Initiative

, 36

Research Shadowing Experiences

, 136

“Buy-in” of faculty

, 31

CAE. See Center for Academic Excellence (CAE)

California State University system

, 213, 217

Campus tutoring

, 9

Capstone courses & projects

, 184

Career Days (K5 schools)

, 118

Career Pathway Initiative (CPI )

, 188

Career roundtable

, 141

Caretaker mode

, 213

Carnegie classifications universities

, 78

Cell-based techniques

, 169

Center for Academic Excellence (CAE)

, 294

Center for Academic Success (CAS) workshops

, 9

Center for C-H Functionalization

, 173

Center for Science and Mathematics Education (CSME)

, 213

Center for the Advancement of Teaching and Faculty Development (CAT + FD)

, 135, 144–146

Center for Undergraduate Research and Graduate Opportunity (CURGO)

, 135–137, 146

Centralized learning centers

, 203

“Checklist” approach to advising

, 296

Checklist-based interactions

, 297

ChemDrills

, 165

Chemica

, 139

Chemistry and biochemistry department’s learning environment

, 159

Chemistry Learning Apprentices (CLAs)

, 171

Chemistry Learning Center (CLC)

, 170–171

ChemOffice for iPad

, 165

“Claflin LEADS”

, 190

Classroom

behavior

, 241

space

, 321

Cognitivism

, 199

Collaboration

, 108, 113, 121, 125

Collaborative assignments and projects

, 184

Collaborative learning strategies

, 187

Collaborative team-teaching model

, 193–194

College Algebra

, 244

College Algebra and Trigonometry for Engineers and Scientists Workbook

, 64

Committee on Institutional Cooperation (CIC)

, 139–140

Common intellectual experiences

, 184

Communication

, 189

Community-based learning

, 166, 184

Community college initiative

, 14–17

Community of inquiry (CoI)

components

, 160

framework

, 160

self-regulated learning

, 161

Completion rates

, 207

Comprehension

, 189

Concept invention

, 272

Confer and confirm

, 324, 327

“Conferences 101” preparatory workshop

, 16

Confidence

, 15

Constructivism

, 199

Cooperative Institutional Research Program (CIRP) Freshman Survey

, 134

Cooperative learning

, 241

Co-teaching model

, 194

Council on Internal Educational Exchange (CIEE)

, 172

Council on Undergraduate Research Quarterly

, 138–139

Course content development

, 325

Critical-race theory

, 214

Critical reflection phase

, 200–201

Critical thinking

skills

, 272

writing, and reasoning skills

, 244

Cultural awareness competency

, 75–76, 99–100

Cultural insensitivity

, 99

Culturally relevant teaching

, 166–167

Cultural responsiveness

, 144

CURGO funding

, 138

Curricular reform

, 60

Curricular support

, 170–171

Curriculum enhancement

, 143

Declarative knowledge

, 267

Design-Health Club

, 40

DIP-based biochemistry laboratory

, 168–169

Director of Financial Aid

, 87

Discovery or guided inquiry-based labs

, 167

Diverse scientific workforce

, 131

Diversity/global learning

, 184

Diversity Program Consortium (DPC)

, 36

Doctorate Program

, 27–32

Domestic family responsibility

, 83

Donor support

, 31–32

Dual-degree

, 158

Early advocacy

, 31

Early Alert Team

, 191

Economic disparity

, 75–76

Education

, 9–10

Educational inequality

, 78

Educational pillar

, 9–10

Educational shareholders

adopt-a-professor initiative

, 94

associate degrees and certificate programs, development

, 97–98

festival of science

, 94–95

girls in STEM leadership conference

, 95–96

partnerships with minority and HBCUs institutions

, 96–97

partnership with K − 12 School districts

, 93–94

Educational stakeholders

, 76

Education Renewal Zone (ERZ)

, 93

Electronic resources

, 323

Emergency grant

, 86

Emotional support

, 293

Emporium

classroom

, 64–65

Model

, 68–69

Enhanced peer − peer/peer − instructor social interactions

, 164

Enrichment activities and learning communities

, 192–193

“Entering Research at Xavier University of Louisiana” (ER XULA) Program

, 137

Entering Research Workshop

, 137–138

Entrepreneurial mindset

, 43

“Entrepreneurship” model

, 43

Ethical conduct in scientific research

, 141

courses

, 143

Ethnicity pluralism

, 79

Evidence-based teaching

, 295

Examine and explore

, 323–324, 327

Experienced facilitator

, 219

Extramural research experience

, 139–140

Face-to-face engagement

, 164

Facilitated study groups (FSG)

, 211

Faculty

academic

, 59–60

advisors

, 302

community of practice

, 70

development, SCEAL

, 59–60, 67

disparity

, 78, 83

research funding

, 146

and staff mentoring

, 9

Faculty/Staff vs Students Quiz Bowl

, 193

Faculty − student dynamic

, 29

Faculty validation, constructs of

, 215

Festival of Scholars

, 139, 143

Festival of Science

, 94–95

Fidelity

, 284

Final Meltdown (Painting “without” a Twist)

, 193

Financial emergency situations

, 86

First-year seminars and experiences

, 184

Flexible environment

, 325

Flipped Classes and Generational Differences in Learning

, 84

Flipped classroom

active learning in STEM

, 319–321

apply and achieve

, 324

classroom design

, 325–328

classroom space

, 321

confer and confirm

, 324

discussion

, 328–336

examine and explore

, 323–324

HBCUs and STEM education

, 318–319

hint and help

, 324

REACH

, 321–325

read and review

, 322–323

reflections and recommendations

, 337–338

transition

, 321–325

Flipped learning

, 319

F-L-I-P ^TM

, 325

Forensic chemistry

, 91–93

Fourth industrial revolution

, 112

Free-standing proton therapy cancer treatment facility

, 111

FSG. See facilitated study groups (FSG)

Full-time faculty members

, 155

Fundamentals of College Algebra and Trigonometry (FCAT)

, 243

Gatekeeper/gateway courses

, 56, 292

Gender and racial inequality

, 75–76, 78–79, 83–84

General education (GE)

, 243

Curriculum

, 188

programs at HBCUs

, 186

Revitalization Plan

, 186–187

Generators of knowledge

, 215

Getting a Leg Up at Emory (GLUE) Program

, 190

Girls in STEM leadership conference

, 95–96

GlaxoSmithKline (GSK) Foundation

, 58

grant

, 247

Global experiences

, 171–172

Goal congruency theory

, 214

GOALS, student development

, 156

Gordon-Zeto Center for Global Education

, 171–172

Grade point average (GPA)

, 8, 136, 207

GradesFirst

, 306

Graduate Record Exam (GRE)

, 36

Graduate Research Fellowship Program (GRFP)

, 27

Graduate teaching assistants (GTAs)

, 64–65, 218

Graduation

, 186–188, 190–191

Graduation rates

, 206–207

Grants, external

, 84

Grant-writing

and management skills

, 131

session

, 117

workshops

, 138

Great Lakes Community Investments Dash grant

, 86

Group learning

, 282

GSK STEM Center of Excellence for Active Learning

, 247

GTAs. See graduate teaching assistants (GTAs)

Guided-inquiry biofuel laboratory module

, 276

Guided-inquiry learning

, 270

See also process-oriented guided-inquiry learning (POGIL)

Hampton University Proton Therapy Institute (HUPTI)

, 111

“Hard-STEM”

, 113

Health Research Concepts Competition (HRCC)

, 40

HHMI professors program

, 17–20

Higher Education Research Institute (HERI)

, 134, 292

High-impact Practices (HIPs)

, 184

Claflin University

collaborative team-teaching model

, 193–194

Learning Communities (LC)

, 191–193

considerations to address

, 188–189

elements

, 185

student learning and success in STEM

, 189–190

for underserved students

benefits

, 187–188

importance

, 185–187

High School Dropout Prevention Outreach

, 192

High school initiative

education

, 12–13

“first generation”

, 12

LSU Upward Bound (LSU-UB)

, 11–12

mentoring

, 12

outcomes

, 13–14

research

, 13

Upward Bound program

, 11

High school-to-college algebra gap

, 238

Hint and help

, 324

Hispanic-serving Institution (HSI)

, 217

Hispanic students

, 13

Historically black colleges and universities (HBCUs)

, 26, 38, 58, 110–111, 131–132, 154–155, 271, 294

and STEM education

, 318–319

Historically Black colleges and universities undergraduate program (HBCU-UP)

, 114, 185

Historically underrepresented (HU) students

, 210

Holistic Development Model

, 6, 10

Inadequate K − 12 preparation

, 76–77

In-class

activities

, 328

quiz

, 320

Independence

, 83

Independent research

, 169–170

Individual Development Plans (IDPs)

, 136

Individual’s self-concept

, 303

Inequality

, 78

Information-processing

, 272

Inquiry-based

labs

, 167

learning

, 64, 267

Institutional/administrative initiative

, 79

Institutional Animal Care and Use Committee (IACUC) applications

, 41

Institutional context and strategy of change

, 131–133

Institutional data metrics

, 206–207

Institutional Review Board (IRB)

, 41

Intentional content

, 325

Interaction

, 241

Interdisciplinary programs development

, 91

International Center for Supplemental Instruction oversees programs

, 198

International Night

, 192

Internships

, 184

Intramural research

, 138–139

Intrusive mentoring

, 27–28

iPad applications

, 165

Iranian medical universities

, 38

iSpartan

, 165

Job

performance

, 277

satisfaction and performance

, 38

Joint Commission on Technology and Science (JCOTS)

, 109

Journal club

, 142

Junior faculty members

, 84

Just-in-time assessment techniques

, 165

K − 12 science education

, 75–79, 85, 93

Labor Day

, 172

Large classroom implementation, POGIL

, 280–281

LA-STEM research scholars program

, 20–23

Leadership skills

, 83

LEAP Project

, 189

“Learning by doing” strategy

, 170–171

Learning Communities (LC)

, 184, 191–193

“Learning Communities and a Collaborative Team-teaching Model”

, 190

Learning community for first-generation students (LinCs)

, 191–192

Learning culture

, 325

Learning engagements

, 94

Learning management system (LMS)

, 325

organization

, 326

Learning practices

, 295

Learning space redesign project

, 238

LearnSmart

, 165

Lewis Dot models

, 323–324

Liberal arts

curriculum

, 155

education

, 159

Liberal Education and America’s Promise (LEAP)

, 190

Library research techniques workshop

, 139

Life coaching

, 303

Life mapping and advising center (LMAC) model for advising

, 293

advantages for department

, 308

advantages for faculty

, 306–307

advantages for students

, 305–306

challenges and recommendations

, 313–314

disadvantages for department

, 308–309

disadvantages for faculty

, 307–308

disadvantages for students

, 306

facility

, 301–302

faculty advisors

, 302

first-year retention, impact on

, 303–304

framework

, 300

goals, structure and components, and implementation

, 299

lesson learned

, 311–313

life coaching

, 303

peer engagement

, 302–303

structure and components

, 299–301

student satisfaction for advising, impact on

, 304

suggestions for improving

, 311

vs. traditional

, 309–311

Louisiana Broadening Resources for Increasing Diversity in Graduate Education (LA-BRIDGE)

, 27

Louisiana Cancer Research Consortium (LCRC)

, 146

Louisiana Science, Technology, Engineering, and Mathematics (LA-STEM) Research Scholars Program

, 20–23

Louis Stokes Louisiana Alliance for Minority Participation (LS-LAMP) program-cultivating pathways

, 24–25

Mad Scientist Night (K5 schools)

, 118

MARC Program

, 136–137

“2017 Materials in STEM (M-STEM)”

, 118

“Mathematic-review” problems initiatives

, 90

Math emporium model (MEM)

course effectiveness

, 260

grade distributions for the math

, 103–104

sequence by gender

, 257

institutional commitment

, 239

institutional context and implementation plan

, 243–246

at NCA&TSU

, 258–259

“no deadline” policy

, 258

objectives

, 247

assessment

, 250

course materials development

, 248–249

course structure redesign

, 247–248

faculty development

, 249–250

implementation

, 250

learning space redesign

, 247

“one-size-fits-all” approach

, 258

outcomes and evolution

, 251–255

pass rates by gender

, 256, 258

redesign team and formal training

, 259

student learning, engagement

, 239

theoretical underpinnings of

, 239–243

“time on task”

, 239

traditional and emporium classrooms

, 251

traditional lecture college classes

, 260

underrepresented in the STEM workforce

, 239

Math Emporium Project for non-STEM college algebra courses

, 57

MATH 131 implementation

, 66

Math-up curriculum innovation

, 79

Math-up diagnostics test

, 88–89

Math-up program

, 88–89

Maximizing Access to Biomedical Research Careers (MARC)

, 36, 132–133

Mediated learning strategies

, 165

Medline

, 139

MEM. See math emporium model (MEM)

Memorization

, 283

Mentoring

, 8–9, 135, 138, 144, 146

Metacognition

, 161–162

knowledge/awareness

, 161–162

regulation/skillfulness

, 161–162

skills

, 157

strategies

, 301

Mid-semester check-in

, 207

Minority faculty

members

, 78

as mentors

, 78

Minority-serving institutions (MSIs)

, 154–155

Mixed-methods approach

, 304

Model Institutions for Excellence

, 155

Monolithic ethnicity

, 78

Motivation

, 293

Motivation for pursuing

, 269

Multi-pronged advising approach

, 297

Multi-week activities

, 167–168

My Integrated Learning Experience (MILE)

, 156

MyLabsPlus

, 64, 249

MyMathLab

, 251

homework

, 248

software

, 248–249

system

, 247

Nanoscience principles

, 118

and nanotechnology

, 109

Nanoscience Project at Hampton University (NanoHU)

campus constituents, impact on

, 119–123

future aspirations

, 126

key successes

, 125–126

lessons learned

, 124–125

motivation for

, 113–114

program construct and components

faculty

, 116–117

high school students

, 117

Scholars Cumulative GPA

, 116

surrounding community

, 118

undergraduate student community

, 115–116

program design

, 123–124

program goals

, 114

Nano-sized gold

, 118

Nanotechnology Research & Development and Manufacturing Advisory Committees

, 109

NASA Langley Research Centre

, 115

National Assessment of Educational Progress (NAEP)

, 4

National Center for Educational Statistics

, 79

National Center of Academic Transformation (NCAT)

, 242

National Conference for Advanced POGIL Practitioners (NCAPP)

, 284

National Congress of American Indians (NCAI)

, 99

National Council of Teachers of Mathematics (NCTM)

, 240

National Diffusion Network (NDN)

, 198

National Education Association (2011)

, 76

National Endowment for the Arts (NEA)

, 111

National Institute of General Medical Sciences (NIGMS)

, 133

National Institutes of Health (NIH)

, 36, 133, 212

National Nanotechnology Initiative (NNI)

, 109

National Oceanic and Atmospheric Administration (NOAA) Office of Education

, 119

National Organization for the Professional Advancement of Black Chemists and Chemical Engineers (NOBCCHE)

, 99

National Research Mentoring Network (NRMN)

, 138–139

National Science Foundation (NSF)

, 31, 110, 132, 155, 185, 284

NIH-sponsored Bridges to the Baccalaureate (Bridges) program

, 14

Nitinol memory wire

, 118

“No deadline” policy

, 258

Non-cognitive strategies

, 301

Non-credit workforce training

, 85

Non-STEM academic units

, 113

“Non-traditional” students

, 14, 17

Novice facilitator

, 219

NSF. See National Science Foundation (NSF)

NSF-ADVANCE grants

, 84

NSF HBCU-TIP grant awarded

, 282

NSF-INCLUDES grants

, 84

Office of Career Services (OCS)

, 135

Office of Institutional Effectiveness

, 155

Office of Science and Technology Policy (OSTP)

, 31

Office of Strategic Initiatives (OSI)

community college initiative

, 14–17

educational programs and multi-faceted training tools

, 5–11

high school initiative

, 11–14

holistic development model

, 7–8

initiatives

, 10–11

Louisiana State University (LSU)

, 5–6

national need to broaden STEM

, 4–5

undergraduate initiatives

, 17–32

vision and mission of

, 6–7

“One-size-fits-all” approach

, 258

Online content delivery

, 164

Online homework

, 241–242

Open-ended dialogs

, 297

Open-ended questions

, 304

Organic chemistry

, 317, 325–326, 328–331

Out-of-classroom activities

, 186

Outreach and professional development

, 172–173

OWLv2

, 323, 327

Parent Teachers Associations (PTA)

, 101

Pearson Learning Solutions

, 64

Pedagogical innovation

, 60

Pedagogy development

, 84

Peer engagement

, 302–303

Peer-learning

, 242

Peer-led

learning

, 198–199

learning support

, 160

study sessions

, 199–200

teaching

, 42

Peer mentoring

, 8–9

Peer support

, 37, 42

Peer-to-peer teaching

, 241

Peer tutoring

, 241

Pell Grants

, 80–81

recipients

, 319

Pennies for Posho/Ugandan Thunder

, 192–193

Persistence rates

, 207

Physical chemistry lab courses, POGIL

, 280–281

“Plug and play” retention programs

, 239

POGIL. See process-oriented guided-inquiry learning (POGIL)

Post-baccalaureate activities

, 158

technician program

, 144

Pre-class preparation material

, 320

Pre-class quiz

, 320

Predominantly White institutions (PWIs)

, 110

Preparing for Mentoring and Advising at Xavier (P-MAX) Program

, 138–139, 144–146

Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring (PAESMEM)

, 31

Presidential Council of Advisors on Science and Technology (PCAST)

, 60

Proactive mentoring

, 15

Problem-solving skills

, 83

Process-oriented guided-inquiry learning (POGIL)

, 84

active learning

, 266–267

activities, design of

, 270–271

activities in biochemistry laboratory

, 272

classroom organization

, 270

facilitation of lab activity

, 273–274

inquiry-based learning

, 267

Jackson State University (JSU)

, 271–272

lab activities

, 272–273

lab project

, 276

lessons learned and recommendations

assessment and education research

, 286

complaints

, 285

correct answers

, 284

hesitation to conceptual learning

, 283

implementation issues

, 284

instruction in every course

, 285

student skepticism toward group learning

, 282

teamwork

, 285

time constraint

, 283

motivation for pursuing

, 269

motivation for pursuing, instruction

, 269

outcomes and evolution

, 282

in physical chemistry lab courses

, 280–281

student outcomes

, 276–277

student outcomes for

, 274–276

students’ perception of their learning

, 278

teaching process skills

, 267–269

Tuskegee University

in general chemistry lecture courses

, 280

in physical chemistry lecture courses

, 279–280

Process skills

, 266–270, 273, 275, 279, 285

Productivity-based funding formula

, 85

Professional educator

, 325

Program Advisory Team

, 87

Program continuity

, 232–233

Programme for International Student Assessment (PISA) results

, 4

Programs’ components and implementation

academic support

, 143–144

career roundtable

, 141

curriculum enhancement

, 143

Entering Research Workshop (Currently BUILD; Going Forward, also RISE)

, 137–138

ethical conduct in scientific research

, 141

extramural research experience

, 139–140

faculty research funding

, 146

Grant-writing Workshops

, 138

intramural research (BUILD, MARC, RISE)

, 138–139

journal club

, 142

library research techniques workshop

, 139

post-baccalaureate technician program

, 144

preparing mentors and advisors at Xavier

, 144–146

progress reports (BUILD, MARC, RISE)

, 139

research opportunities for non-program students

, 146

research poster (BUILD, MARC, RISE)

, 139

science and technical writing course

, 140

science communication course

, 140–141

Science Education Research Group (SERG)

, 146–147

scientific conferences

, 142–143

seminars

, 142

senior thesis

, 143

Progress reports

, 139

Project-based labs

, 167–168

Quality Enhancement Plan − Panther STEPS

, 191

Quality Improvement Plan (QEP)

, 171

Racial disparity

, 78–79

REACH

, 321–325

Read and review

, 322–323

Real-life obligations

, 14

Reflection

, 297

Reflections and recommendations

, 337–338

Rendón’s theory

, 215

Research

, 10

competency

, 36–37

Doctorate Program

, 28–29

ethics course

, 141

HHMI professors program

, 19–20

LA-STEM research scholars program

, 22

LS-LAMP program-cultivating pathways

, 25

NIH Bridges to the Baccalaureate-bridging to Success

, 16

opportunities for non-program students

, 146

poster

, 139

SMART REU

, 27

S-STEM

, 24

Upward Bound Program

, 13

Research-based laboratories

, 189

Research Centers at Minority Institutions (RCMI)

, 146

Research Initiative in Scientific Enhancement (RISE) programs

, 132–133

Research Intensive Urban Institution

, 319

Research-supportive curriculum

, 295

Research Undergraduate Experiences (RUE)

, 98–99

Retention

, 186–191, 194, 206–207

data and assessments

, 174

persistence

, 215

rates

, 8, 185–186

STEM

, 210

RISE Programs

, 137, 140

SALG. See student assessment of their learning gains (SALG)

Satisfaction data

, 207

SCALE-UP curriculum

, 66

“School for the Future of Innovation in Society”

, 108

School of Computer Mathematical and Natural Sciences (SCMNS)

, 320–321

School of Liberal Arts and Education (SLAE)

, 111

School of Pharmacy (SOP)

, 111

Science and Technical Writing course

, 137, 140

Science Communication courses

, 138, 140–141

Science Direct

, 139

Science Education Research Group (SERG)

, 146–147

Science identity

, 36–37

Science, technology, engineering, and mathematics (STEM)

, 14, 292

active learning

, 319

African Americans, disparity of

, 109–110

Hampton University (HU)

, 110–111

High-impact Practices in. See High-impact Practices (HIPs)

learning communities

, 194

at Louisiana State University (LSU). See Supplemental Instruction (SI)

science education and faculty

, 213–214

undergraduate degrees

, 4–5

Scientific Communication

, 143

Scientific conferences

, 142–143

Scifinder Scholar

, 139

Self-concept

, 303

Self-determination

, 175

Self-disclosure

, 216

Self-efficacy

, 7–8, 10, 15, 36–37, 293, 319

Self-guided control of learning

, 160

Self-regulated learning theory (SLT)

, 162

Self-regulation

, 293

Seminars

, 142

Senior thesis

, 143

Service Excellence Initiative

, 191

Service learning

, 184, 187–188

Skill-building workshops

, 165–166

SMART Cultural Exchange Night

, 26

SMART Polymer REU

, 26

SMART REU − advancing SMART opportunities

, 26–27

Social Cognitive Career Theory (SCCT)

, 7

Social cognitive theory

, 299

Social constructivism

, 199–200

Social networking

, 101

Social stratification

, 75–76

Society for Advancement of Chicanos/Hispanics and Native Americans in Science (SACNAS)

, 99

Society for the Studies of New and Emerging Technologies (S.NET)

, 112

Socioeconomic disparity

, 76

Socioemotional outcomes

, 242

SRCs. See student research centers (SRCs)

SRI. See Summer Research Institute (SRI)

S-STEM scholars program

, 23–24

Standards-based teaching

, 249

State-of-the-art laboratory instrumentation

, 173

STEM. See also advising STEM students

African Americans, disparity of

, 109–110

Hampton University (HU)

, 110–111

High-impact Practices in. See High-impact Practices (HIPs)

learning communities

, 194

at Louisiana State University (LSU). See Supplemental Instruction (SI)

science education and faculty

, 213–214

STEM Center of Excellence for Active Learning (SCEAL)

active learning course redesigns

, 62–64

classroom renovations and redesign

, 61–62

course redesign lessons learned (emporium model)

, 68–69

development

, 58–59

faculty development

, 59–60, 67

impact

, 70–71

lessons learned

, 69–70

planning

, 57

SCALE-UP model

, 57, 63

student-centered active learning environment

, 57

teaching models

, 64–67

StoryCorps^®

, 169

Structured reading assignments

, 165

Student Academic Success Office (SASO)

, 135, 143–144

Student assessment of their learning gains (SALG)

, 278

Student-centered active learning environment

, 57

Student-centered learning

, 267, 269, 271, 301

See also inquiry-based learning

Student-centered pedagogy

, 44–45

Student-centered teaching

, 295

Student-engaging innovative classroom pedagogy

, 84

Student Enrichment Opportunities (SEO)

, 213

Student − faculty perceptions, gaps in

, 244

Student frustration

, 274

Student research centers (SRCs)

, 38–40

qualitative assessment of

, 44

quantitative evaluation of

, 43–44

Student research training

funding

, 131

hands-on

, 131, 137

post-baccalaureate

, 144

Student satisfaction with academic support

, 244

Student skepticism toward group learning

, 282

Students Mentored in Applied Research Techniques (SMART) Club

, 40

Student success

, 57–60, 67–71

events

, 294

Student Success Initiative (SSI)

, 191

Student support services

, 86

Student training programs

, 131, 133

Studio format

, 64

Summer Bridge Getting a Leg Up at Emory (GLUE) Program

, 190

Summer Bridge Program

, 22

Summer Research Institute (SRI)

, 38–41

quantitative assessment of

, 44

Summer research opportunity programs (SROP)

, 139–140

Summer Research Symposium

, 139

Summer Undergraduate Research Experiences (SURE)

, 98–99

Summer Undergraduate Research Forum (SURF)

, 16

Supplemental instruction (SI)

, 294

budget support, stabilization

, 230–232

calculus I, student background

, 227–230

chemistry gender differences

, 228

classes

, 210–211

cognitivism

, 199

communal goal affirmation theory

, 214

constructivism

, 199

development and implementation plan, history of

implementation plan

, 212

program evolution

, 213–214

U Missouri at Kansas City (UMKC)

, 211

evaluation

, 202–203

graduation rates

, 202

growth in number of first-year STEM Majors

, 218

implementation and evolution

, 201–202

institutional context

, 216–220

laboratory

, 66

leaders

, 198

leaders, sessions, and structure

, 199–201

lessons learned and recommendations

, 232–233

assessment and evaluation

, 206–207

funding sources

, 208

structure and climate

, 203–205

university buy-in

, 207

outcomes

, 220–227

program goals

, 218

racial and ethnic groups, students participation

, 204

sessions

, 9

social development theory

, 216

strategy, context, and motivation

, 198

structure and components

, 218

supported courses

, 220

tutoring demand, reduction in

, 203

undergraduate (UG) enrollments in STEM

, 217

validation theory

, 214–216

Supportive environment

, 143, 148

Teacher licensure degrees

, 82–83

Teaching assistants (TAs)

, 281

Teaching oneself

, 166

Teaching process skills, POGIL

, 267–269

Teaching Research and Resources Center (TRRC)

, 156–157

“Teaching through Technologies (T3) Alliance” program

, 13

Teamwork

, 285

Technical Writing course

, 139

Technology-assisted students

, 242

Think-pair-share discussions

, 200

Tiered mentoring approach

, 9

Time constraint

, 283

Time on task

, 244

“Traditional” students

, 14

Training, Workforce Development, and Diversity (TWD)

, 133

goals

, 133, 135–137

online application process

, 137

STEM-focused career

, 134–135

strategies

, 133–134

Transforming STEM Departments for inclusion at UAFS

college of STEM

, 81–83

conceptual framework

, 80

curriculum innovation

, 87–90

Great Lakes Dash Grant

, 86–87

institutional/administrative initiative

, 83–84

institutional profile

, 80–81

math reviews to strengthen student success

, 87–90

STEM faculty, professional development programs

, 84

student emergency fund

, 86–87

student enrollment race/ethnicity composition

, 81

targeted recruitment, retention, and graduation

, 84–85

upward bound programs initiatives

, 85–86

TWD programs. See Training, Workforce Development, and Diversity (TWD)

“Ugandan Thunder”

, 193

Undergraduate education

as coauthors

, 114, 122

nanoscience-related research

, 114

STEM programs

, 122

student community

, 114

Undergraduate enrollment trends for biology

, 295

Undergraduate initiatives

Doctorate Program

, 27–32

HHMI professors program

, 17–20

LA-STEM research scholars program

, 20–23

LS-LAMP program-cultivating pathways

, 24–25

SMART REU − advancing SMART opportunities

, 26–27

S-STEM scholars program

, 23–24

Undergraduate research

, 184

Undergraduate students, ASCEND program

background and motivation for

, 36–37

challenges and solutions

, 46–47

concept and rationale for

, 37–39

faculty development

, 45–46

features

, 42–43

funding

, 48

infrastructure development

, 46

institutional context

, 37

lessons learned and recommendations

, 48

research collaborations

, 46

stakeholders engagement

, 44–45

student-centered research training initiatives

, 39–41

success evaluation

, 43–44

Undergraduate success courses

, 10

Underperformance

, 56

Underrepresented groups

, 113, 118, 121, 126, 133, 135, 141–142

Underrepresented minorities (URMs)

, 42, 44, 185, 190, 217, 292

aspirations

, 293

retaining in STEM. See life mapping and advising center (LMAC) model for advising

students

, 78

Underrepresented students

, 10

Unequal educational backgrounds

, 131

United Methodist-affiliated and private institution

, 186

United Negro College Fund

, 188

University buy-in

, 207

Upward Bound “Classic” program

, 85–86

Video

instructional lectures

, 327

lectures

, 165

Virginia Tech Math Emporium Faculty Workshop

, 259

Virtual office hours

, 165

Wabash Study

, 57

Web-enhanced technology, Spelman College

, 157

Willing students

, 69

World Economic Forum

, 111–112

Writing-intensive courses

, 184

Writing Resource Center

, 140

“Zone of proximal development”

, 216