More Like this

1. Improving Student Experiences to Increase Student Engagement (ISE-2)

   Liu, S.-N. C.; Lang, C. K.; Sandoval, C. L.; Bergman, M. E.; Froyd, J. E (January 2018, 2018 ASEE Annual Conference and Exposition)

   “Improving Student Experiences to Increase Student Engagement” (ISE-2) was awarded to Texas A&M University by the National Science Foundation, through EEC-Engineering Diversity Activities. ISE-2 is a faculty development program focused on reducing implicit bias and increasing active learning, with the goals of (a) increasing student engagement, success, and retention, and (b) ultimately seeing greater increases for underrepresented minority (URM), women, and first-generation students. Ten faculty teaching first- and second-year Engineering courses participated in the first cohort of ISE-2 in Summer 2017, which consisted of three workshops and six informal “coffee conversations”. At the conclusion of the workshops, each faculty was tasked with completing a teaching plan for the Fall 2017 semester, to incorporate the strategies and knowledge from ISE-2 into the courses they plan to teach. Focus groups with the ISE-2 faculty were conducted in Fall 2017 to obtain feedback about the faculty development program. Classroom observations were conducted using environmental scans and the Classroom Observation Protocol for Undergraduate STEM (COPUS)1 to assess the classroom climate of faculty in the experimental (ISE-2) and control groups. Student surveys were also administered to students who were taught by ISE-2 faculty and control group faculty to assess student engagement and classroom climate. While the project is still ongoing, feedback from faculty regarding ISE-2 have been positive. 

   more » « less
2. Doctoral student experiences in biological sciences laboratory rotations

   https://doi.org/10.1108/SGPE-02-2019-050  

   Maher, Michelle A.; Wofford, Annie M.; Roksa, Josipa; Feldon, David F. (April 2019, Studies in Graduate and Postdoctoral Education)
3. Individual development plans — experiences made in graduate student training

   https://doi.org/10.1007/s00216-021-03540-z  

   Flood, Amar H.; Skrabalak, Sara E.; Yu, Yan (September 2021, Analytical and Bioanalytical Chemistry)
4. Student experiences of learning in creativity-integrated engineering courses

   Hao He; Noah Glaser; Heather Hunt; Suzanne Burgoyne; Joshua Saboorizadeh (January 2023, AERA 2023)
5. Transgender student experiences in s ingle‐sex colleges

   https://doi.org/10.1111/soc4.12817  

   Nanney, Megan (June 2020, Sociology Compass)

   This article reviews popular and scholarly literature on transgender students' experiences who are enrolled in single‐sex colleges. Because such colleges rely on bounded conceptions of sex/gender to determine who can and cannot be eligible for admission, the enrollment and matriculation of transgender students pose a challenge to the central organizing logic of the single‐sex environment. As such, I first draw upon theorizations of gendered and queer organizations to highlight the utility of sociology in analyzing the transing of organizations through transgender inclusion. Using this framework, I then address trans student experiences at the time of admission and during matriculation at single‐sex colleges. These perspectives frame transgender inclusion as a new organizational form but one that is rooted in the social construction of transnormativity rather than institutional transformation. 

   more » « less