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Levers for Change: Taking stock and looking forward

Zoom Link: 

https://us02web.zoom.us/j/5022823302

Meeting ID: 502 282 3302

POGIL and many other communities of like-minded people in higher education have been focused for many years on improving teaching and learning in undergraduate STEM courses. These approaches commonly seek to engage faculty in applying student-centered “active” learning approaches that research has shown to improve students’ learning and persistence in STEM, and to close gaps for students who have been traditionally underserved and thus underrepresented in STEM fields.  I will review some highlights from the 2019 Levers for Change report, sponsored by AAAS, which offers a snapshot of the current state of progress in changing STEM instruction toward research-based instructional strategies. I will summarize what we know about the uptake of research-based instruction, feature some levers for change that are relevant to POGIL’s past and current work, and pose some challenges as food for thought for the future.

Sandra Laursen, Ph.D., is senior research associate and co-director of Ethnography & Evaluation Research (E&ER) at the University of Colorado Boulder (www.colorado.edu/eer), where she leads research and evaluation studies focusing on education and career paths in science, technology, engineering, and mathematics (STEM) fields. Her studies of organizational change in higher education have addressed faculty use of STEM active learning practices and gender equity on STEM faculties. She is lead author of Undergraduate Research in the Sciences: Engaging Students in Real Science (2010) and Levers for Change: An assessment of progress on changing STEM instruction (2019). She has also led development of the StratEGIC Toolkit, Strategies for Effecting Gender Equity and Institutional Change (www.strategictoolkit.org), a practical resource for change leaders seeking to create environments where women scholars can succeed, and a forthcoming handbook based on the Toolkit, Building Gender Equity in Academe (2020).  She has published widely on inquiry- and research-based learning in mathematics and science, professional development of STEM instructors, graduate education and career development, and science outreach.