Creating a Faculty Learning Community to Support Scholarship of Teaching and Learning among STEM University Faculty

In this session, we describe the creation of a Faculty Learning Community for university faculty in science, mathematics, and computer science. These faculty, recipients of mini-grants funded by the USG STEM Initiative, are studying ways to improve their instruction and increase student learning in STEM courses. Through the FLC, they are able to collaborate and support each others’ work

BOR STEM Initiative at West Georgia: Our Story

No abstract is available

STEM II Initiative-Updates from Participating Institutions (Part 2)

STEM II Initiative – Updates from Participating Institutions (Part 2) is made up of a series of “sampler sessions” so that interested individuals can get an overview but not comprehensive coverage. Dr. Pamela Gore will begin this session by discussing the STEM II Initiative at Georgia Perimeter College. Second, Dr. Dabney Dixon will talk about the STEM II Initiative at Georgia State University. Third, Dr. Charles Kutal will provide information concerning the STEM II Initiative at the University of Georgia. Fourth, Dr. Farooq Khan and Dr. Myrna Gantner will discuss what is happening with the STEM II Initiative at the University of West Georgia

Perceptions synchronized: Insights from principals and parents into the role of the principalship

Quality principals are the pivotal point upon which effective schooling turns; however, most principals today are overburdened and overworked. Developing principals\u27 abilities to work with parents, a referent group who could serve in a collegial and supportive role with school leaders, can strengthen the principalship. The researcher developed a survey to compare the perspectives of principals and parents regarding the principal\u27s role. The instrument was administered to campus administrators and parents with a 62% and 40% response rate, respectively. Administrator and parent data were separated into calibration (administrator n = 156, parent n = 254) and validation samples (administrator n = 157, parent n = 255). Exploratory factor analysis using the calibration samples revealed a different number of factors for the principals (4) and parents (3). Hypothesized confirmatory factor analysis models developed with calibration data were subsequently confirmed with the validation samples. The four constructs defined by the administrator model were: (1) Promoting Democratic Participation, (2) Creating the Inviting Culture, (3) Ethical Practice, and (4) Flexibility in Professional Practice. The parent model consisted of three factors: (1) Creating the Inviting Culture, (2) Ethical Practice, and (3) Understanding Families\u27 Beliefs. Administrators and parents share some beliefs, and at the same time, view the role of the principalship, quite differently. Six findings emerged from the analysis: (1) parents are a very heterogeneous group compared to school administrators, (2) parents want to participate in school governance, (3) administrators and parents favor strict adherence to disciplinary policy, (4) administrators interpret the “inviting culture” in terms of courtesy and respect, while parents add democratic participation to that interpretation, (5) parents perceive ethical practice in a broader sense than do administrators, and (6) administrators value flexibility in practice, while parents seem to prefer predictability. Six implications for professional practice are suggested: (1) Recruit talented people who operate from an ethical framework into the principalship, (2) Develop meaningful mentoring experiences for talented recruits, (3) Teach principals about power, “legitimate power,” (4) Teach principals how to “build” people, (5) Invite parents to engage as activists in school governance, and (6) Restructure the role of the principalship to provide time for developing relationships

STEM Initiative

UWise, funded by the GA BOR STEM II initiative, provides support to STEM majors through a summer bridge program, freshman learning community and freshman seminar courses. UWise also supports faculty with mini-grants for projects that focus on improving instruction and enhancing the success of students in STEM courses and involving them in faculty-directed undergraduate research. Participation in UWise summer bridge program decreased DFW rates in English and STEM courses, as well as improved the GPA. UWise funded research projects results in 30 student publications and 5 peer-reviewed publications. In conjunction with a CCG Replication Grant, we have expanded the STEM to STEAM based ENGL 1101/1102 sections from two to twelve during this funding period

University of West Georgia Institutional STEM Excellence (UWISE)

UWise, funded by the GA BOR STEM II initiative, provides support to STEM majors through a summer bridge program, freshman learning community and freshman seminar courses. UWise also supports faculty with mini-grants for projects that focus on improving instruction and enhancing the success of students in STEM courses and involving them in faculty-directed undergraduate research. Within three years of funding, UWise has made significant progress in students’ enthusiasm for STEM courses, retention and grades. We continue to modify and improve our program. An example is STEM to STEAM model, a product of interdisciplinary collaboration between English and the STEM disciplines