Monday, September 15, 2014
Earlier this Fall, the S-Cubed team brought several STEM-centered groups together for a STEM Fair. UNM Students perused the tables of Explora!, UNM's Society of Women Engineers, McNair Scholars, Engineers Without Borders, and more!
Tuesday, September 9, 2014
How about STEM advising and mentoring?
And getting ready for grad school?
If so, check out UNM's
Alliance for Minority Participation in Research.
UNM Alliance will host
an Informational Meeting
on Thursday Sept. 11
in Room 105 Northrop Hall
from 4:30-5:30 pm.
If you cannot attend, but are interested,
please contact Prof. Laura Crossey
(Please include “AMP” in the subject line of your email!)
Monday, August 11, 2014
STEM Gateway and members from the Course Redesign Advisory Council have selected three teams to redesign their course to improve student success at UNM. The new cohort will be hard at work between May 2014 and August 2015.
Math 116- Pre-calculus and Trigonometry
The Math 116 course is a unique redesign that combines two three credit math courses (Math 123- Trigonometry and Math 150- Pre-Calculus) into a single 4 credit course thus speeding students time to comlete their degree.
Biology 204- Plant Form and Function Lecture and Biology 202L- Introductory Genetics
Redesigning two biology courses has provided a special opportunity for team members to work across teams to not only improve the course that they are redesigning but to also look at the alignment of the curriculum throughout the program. The redesign may entail moving the course into UNM’s active and collaborative teaching and learning spaces, the Learning Studios.
Final redesign proposals will be posted at the STEM Gateway website in mid-August. Congratulations and best wishes to the 2014-2015 Course Redesign Cohort!
Tuesday, July 29, 2014
Three cheers for young women in STEM!Lauren Arrington, a Florida sixth-grader, grabbed the attention of scientists when she submitted her science fair project results.
Lauren's results indicated that lionfish, normally thought to be mainly saltwater fish and an invasive species to boot, "can survive in nearly fresh water."
Experiments have been done on the lionfish's habitat before, but Lauren's project took the numbers of salinity (or lack thereof) even further.
|Lauren's fish lived in water with salt levels of 6 parts per thousand.|
Her research project is also being cited in a science journal. Congratulations, Lauren!
Read the full story at NPR's site here.
Wednesday, July 9, 2014
On June 27th, the thirty-three students from the McNair Scholars and Research Opportunity Programs’ summer cohort competed in a Students for STEM Success (S3) sponsored Impromptu Speech Competition!
The friendly competition was a follow-up to an Oral Presentation Skills workshop the previous week. These workshops were designed to give the students tips, tricks, and practice on how to communicate effectively in a variety of ways.
The group of 33 was first divided into 4 teams. Students competed in two rounds of competition within the small groups and each group voted on who to send to the championship round. For each round, students selected a random topic out of a selection of approximately 40 topics. For each round, the competitors had 2 minutes to prep a 1 minute speech on that topic.
If everything in the world had to change to the same color, what color would you choose and why?
Explain how a smart person might not be wise.
Why should you get money for your research?
You are an ant. Convince an anteater to not eat you.
Congratulations again to Dominique the first S3 Impromptu Speech Champion!
If you would like to see the skills these students learned in action please attend the 2014 McNair Scholars and Research Opportunity Programs’ Summer Research Symposium on July 10 & 11, 2014 at Centennial Engineering Center, Room 1041 (Auditorium). This event features the mid-summer research presentations of the undergraduate scholars in the program.
Wednesday, June 25, 2014
Wednesday, May 14, 2014
The University of Washington recently published a new study about active learning in classrooms in the Proceedings of the National Academy of Sciences, which shows that students performance improves in STEM courses through an active teaching style. According to the study, the students improve their grades by an impressive 6%--the difference between a B+ and an A. Compared to the standard lectures that many teachers use, the study suggests that employing a change every 10 minutes with active teaching and learning techniques will allow more students to succeed. By using methods like groups, open questions, calling random students, and using clickers, the teacher engages the students and encourages them to actively participate and learn while they are in class.
To support these findings, the group responsible for the study at the University of Washington, Freeman and his colleagues, analyzed 225 studies on undergraduates in STEM classes and the teaching methods used in those classes. After culling the data from these studies, the group learned that making students participate rather than just listen improved their exam scores and reduced their failure rates.
This study is great news for the STEM Gateway since we have been promoting the benefits of active learning in classrooms and helping with course reforms to allow active learning!
For a link to the article: Click here!
For a link to the study: Click here!