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Learning Communities for STEM Academic Achievement at HU, JSU, TC and XULA. Terrolyn P. Carter Orlando L. Taylor Howard University September 21, 2005 – Indiana University. Why LCSAA?. Poor representation of African Americans in STEM fields at both undergraduate and graduate levels
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Learning Communities for STEM Academic Achievement at HU, JSU, TC and XULA Terrolyn P. Carter Orlando L. Taylor Howard University September 21, 2005 – Indiana University
Why LCSAA? • Poor representation of African Americans in STEM fields at both undergraduate and graduate levels • According U.S. Dept. of Education, Fall 2000 data show there were approximately 1.7 million African Americans in higher education • Approximately 225,000 are enrolled at HBCUs • African Americans are still SCARCE in STEM fields at majority and minority institutions • Overall, nationally, STEM academic achievement levels are low, HBCUs have been successful in producing high achieving African American students in STEM fields
What Are Learning Communities • As described by the National Learning Communities Project, learning communities are “classes that are linked or clustered during an academic term, often around an interdisciplinary theme…” • “Learning communities may involve two or more classes linked thematically or by content which a cohort of students takes together. In this instance, the faculty plan the program collaboratively.” National Learning Communities Project website: http://learningcommons.evergreen.edu
LCSAA Project Objectives • To increase academic achievement of African American students in the fields of science, technology, engineering and mathematics (STEM) • To implement, adapt, and evaluate the success of teaching and learning strategies • To increase graduate school enrollment and merit-based financial aid • To enhance interdisciplinary on-campus and cross-campus discussions on teaching/learning among faculty and future faculty in STEM
LCSAA Program Components • Connect HBCUs to the national “scholarship of teaching and learning” community • Interdisciplinary across STEM fields • Inter-institutional virtual faculty learning communities • Improvement of future faculty capacity to enhance teaching/learning in STEM • Connection of HBCU STEM faculty to the Carnegie Academy on the Scholarship of Teaching and Learning • Dissemination of innovations to the national higher education community
LCSAA Project Participants • Howard and JSU: 5 STEM Faculty and 3 STEM Doctoral Students • Talladega and XULA: 5 STEM faculty • Students in Selected STEM Classes at Sophomore or Junior Level
LCSAA Planned Activities • Expansion of learning communities to additional faculty on each campus. • On-campus meetings of individual campus participants • Monthly virtual meetings of Fellows via on-line • Development of teaching and learning strategies by learning community • Ongoing assessment of student learning in LC courses
LCSAA Planned Activities • Web-based resources and support for learning communities • Annual convenings of Fellows to discuss progress, issues, etc. • Evaluation of program activities (formative and summative) • Dissemination of program results to national higher education community
LCSAA Preliminary Evaluation Plan • Individualized and Tailored evaluation plans for each campus • Some measures include: • Improved student conceptual understanding • Increased student interest in STEM fields • Increased student GPAs • Increased graduation rates • Increased graduate school enrollments • Graduate school aspirations • Successful use of teaching and learning strategies on partner campuses • Successful transfer to other HBCUs
Administrative Staff Orlando L. Taylor, Principal Investigator Terrolyn P. Carter, Project Coordinator Jerry Gaff, Consultant Akesha M. Horton, Technology Coordinator Anne Pruitt-Logan, Evaluator STEM Campus Coordinators Howard University Dr. Tori Rhoulac Jackson State University: Dr. Doris Robinson-Gardner Talladega College: Dr. Leonard Cole Xavier University of LA: Dr. Kenneth Boutte Project Staff