“Disrupting the Pipeline: Critical Analyses of Student Pathways Through Postsecondary STEM Education” by Heather Metcalf, Ph.D., Director of Research for the Association of Women in Science
When: Wednesday, September 23rd, 1:30-2:30pm
Where: Varian II (Physics and Astrophysics Building, 452 Lomita Mall), Room 102-103
Please RSVP to firstname.lastname@example.org by Monday, September 21.
Abstract: Critical mixed methods approaches allow us to reflect upon the ways in which we collect, measure, interpret, and analyze data, providing novel alternatives for quantitative analysis. For institutional researchers, whose work influences institutional policies, programs, and practices, the approach has the transformative ability to expose and create space for altering rather than reproducing problematic institutional stratifications and inequities. The usefulness of this approach is illustrated here using examples from a critical mixed methods study of student pathways through postsecondary STEM education
Hopefully you were able to join us for Prof. Tim Stearns ‘Breakfast Chat’ last week, where he discussed the revamping of Stanford undergraduate biology labs. If you are interested in learning more about transforming lab classes, you can also check out this article on the development of a unique physics lab experience.
On the job market? Putting together CVs and cover letters can be stressful. Click here to check out an article that provides some suggestions on creating a cover letter. There are also amazing resources on campus that you can explore, including the Stanford Career Development Center (click here for the website and see what they offer). I recently went to a session with Lance Choy on writing a CV and cover letter and found it extremely helpful. If you have other suggestions or comments about preparing job application materials, feel free to leave a comment!
President Hennesy wrote an op-ed on MOOCs in the May/June 2014 Stanford Magazine, discussing the importance of developing new technologies and activities for student engagement on- and off-line. Read the column, “What We’ve Learned About MOOCs” here: http://alumni.stanford.edu/get/page/magazine/article/?article_id=70109
This article discusses the academic-public interface, and calls professors to seek opportunities to make their work known/understood to the public. However, there are many dis-incentives for professors to pursue that path. Interesting read, so follow this link to the full article.
The Center for Teaching and Learning (CTL) at Stanford is hosting Michael Prince, Chemical Engineering professor from Bucknell Univ. He will be discussing active learning techniques, backwards design in teaching, and more. To see the workshops and events for students and faculty, please follow this link to CTL’s website.
Our chapter of ASEE is hosting our annual colloquium, Thursday April 17th. The theme this year is “The science of learning: evidence based teaching in STEM education,” with a keynote address from Paul Doherty, co-director of the Exploratorium Teacher Institute. You can find more details and the RSVP form here.
Check out this article that discusses research seeking to understand student responses to competitive pressure: