United States

inclusive pedagogy

course design

undergraduate

faculty development

active learning

The annual UI conference has grown from a meeting to a community of more than 6,000 researchers, program officers, evaluators, program directors, training faculty, and others within STEM, and now operates with a mission to mutually inform scholarship and practice, develop and enhance the community interested in educational interventions, and provide professional development for all STEM persons. UI held its first Virtual conference in December of 2020 in response to Covid-19 restrictions that forced the cancellation of the original March 2020 in person meeting. Born out of necessity, the virtual conference introduced a format that provided pre conference availability of symposia, Deeper Dives and Poster presentations. The 13th Annual Understanding Interventions Conference will continue with that design and we foresee future conferences adopting aspects of that format in reaching a virtual audience as well as those who attend the conferences in-person.

Attendees will experience plenaries, workshops, symposia, and poster presentations on hypothesis-based research on interventions and initiatives that broaden participation in STEM careers. The conference will continue to facilitate the dialogue among education, behavioral, and social science researchers, evaluators, and faculty in STEM fields who participate in intervention programs. Graduate students in these fields are strongly encouraged to attend. Workshops, sessions, and posters will communicate effective strategies from successful STEM intervention programs, present results from empirical research studies, and synthesize the translation of research findings into practice on STEM learning, undergraduate research, graduate education, and student retention.

The cost to attend the conference is $150. There are special rates for post-doctoral fellows and graduate students, as well as conference grants that can be provided for those with need. Registration for the conference is open, with additional information to come.

13th Annual Conference on Understanding Interventions

The annual UI conference has grown from a meeting to a community of more than 6,000 researchers, program officers, evaluators, program directors, training faculty, and others within STEM, and now operates with a mission to mutually inform scholarship and practice, develop and enhance the community interested in educational interventions, and provide professional development for all STEM persons. UI held its first Virtual conference in December of 2020 in response to Covid-19 restrictions that forced the cancellation of the original March 2020 in person meeting. Born out of necessity, the virtual conference introduced a format that provided pre conference availability of symposia, Deeper Dives and Poster presentations. The 13th Annual Understanding Interventions Conference will continue with that design and we foresee future conferences adopting aspects of that format in reaching a virtual audience as well as those who attend the conferences in-person.

The Syracuse University CHANcE (Collaborative High Impact Activities in Natrual sCience Education) Project is a five-year program designed to provide the professional support biology and chemistry faculty need to transform their courses to include high impact practices such as active learning and inclusive pedagogy. Participation in the Project is open to all faculty in the 2 departments including tenure-earning and teaching faculty. The Project is in its third year and most of the faculty in the 2 departments are participating. To compensate faculty participants for the additional work involved in course transformation, a $5,000 grant is made available to each instructor who submits a course transformation proposal that is approved, who agrees to implement the changes specified in the proposal, and submits a final report including assessment of the implementation. Professional support is provided during both the redesign and implementation phases to help instructors develop specific learning goals, introduce specific active-learning and inclusive practices for accomplishing these goals, and assess learning outcomes. Professional assistance includes regular meetings with a CHANcE Project Education Specialist, postdoctoral fellow, graduate research assistants, peer mentors, administrative personnel, communities of practice, and semi-annual two-day professional development workshops held in January and June of each year. 
To date, over 12 courses have been or are in the process of being transformed, including general chemistry, introductory biology, ecology and evolution, cell biology, anatomy and physiology, organic chemistry laboratory, inorganic laboratory techniques, and integrative biology laboratory. Additionally, the upper-division courses “perspective in biochemistry,” “the science of GMOs,” and “personalized medicine” are being transformed. High impact practices introduced thus far in these courses include writing-to-learn, case studies, messy problems, clicker questions, interactive video lectures, transparent assignments, peer learning assistants, and assignments to highlight the contributions of BIPOC scientists. These transformed courses affect over 1000 students annually, and thereby increase our capacity for inclusion.
The faculty response to the CHANcE Project has been exceptional. The level of participation indicates that faculty care, and they stepped up. However, we found that inclusion is hard to grasp and implement because of the normativity of dominant culture. The practice of inclusion is known to touch on values, emotions, and long-held beliefs about who scientists are and who belongs. In addition, overcoming built-in thoughts about group affiliations is a difficult, nonlinear process that is not considered in faculty load. For students who have been historically excluded because of ethnicity or race, the challenge of having to develop a sense of belonging without sacrificing their cultural identity or adopting the oppressive views of the dominant group is daunting. We are able to address many of these difficult challenges in faculty thinking and practice through the semi-annual 2-day professional development workshops.


How to transform course in biology adn chemistry using high impact practices

symposium

Mentored Learning Communities to Enhance Diversity in STEM and Medicine

Using Long-term Follow-up Data to Understand and Refine Utility-Value Interventions in the Biomedical Sciences

Research Experiences in Classroom and their Impacts on Biology Freshmen at an HBCU 



Enhancing the STEM and Health Care Pipeline

Two years of mentorship in Culturally Adaptive Pathways to Success

Effect of Team Diversity on Creativity of Bioinspired Design Inventions

Examining the Impact of the BUilding Infrastructure Leading to Diversity (BUILD) Initiative on Researcher Self-Efficacy among First Year Students


Teachable Mentoring Strategies that Benefit Diverse Mentees: 
Preliminary Evidence from the ‘Scientific Communication Advances Research Excellence’ Mentor-Training Program

Creating Mutually Beneficial Communities of Care

Science Self-Efficacy and Academic Self-Concept Among Freshmen at a Historically Black University

poster

https://d3smihljt9218e.cloudfront.net/transcript/17107/subtitle/793450fcd2718a2d3e5d5c00c8238a9f.vtt

English (automatic)

How to transform course in biology adn chemistry using high impact practices

Next from 13th Annual Conference on Understanding Interventions

Mentored Learning Communities to Enhance Diversity in STEM and Medicine

Similar lectures

Impact of Course Redesign Implementation on Student Success and Ongoing Pedagogical Practices