The Role of STEM Program Directors in Broadening the Impact of STEM Interventions

STEM transformation has been a longstanding goal for higher education institutions who not only wish to maintain global economic competitiveness but most recently have also aimed efforts at achieving STEM equity. While researchers have typically looked to students’ and faculty’s experiences for answ...

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Autores principales:	Ana Karen Gomez, Krystle Palma Cobian, Sylvia Hurtado
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	STEM education equity diversity institutional change Education L
Acceso en línea:	https://doaj.org/article/2df48e31292b40c1bd09ab1469e7d979
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spelling	oai:doaj.org-article:2df48e31292b40c1bd09ab1469e7d9792021-11-25T17:23:52ZThe Role of STEM Program Directors in Broadening the Impact of STEM Interventions10.3390/educsci111107422227-7102https://doaj.org/article/2df48e31292b40c1bd09ab1469e7d9792021-11-01T00:00:00Zhttps://www.mdpi.com/2227-7102/11/11/742https://doaj.org/toc/2227-7102STEM transformation has been a longstanding goal for higher education institutions who not only wish to maintain global economic competitiveness but most recently have also aimed efforts at achieving STEM equity. While researchers have typically looked to students’ and faculty’s experiences for answers, STEM program directors possess great insight from working closely with students in both faculty and administrative roles. This study explores the views of 45 STEM program directors at 10 institutions across the U.S. that had high STEM bachelor’s degree-completion rates relative to similarly resourced institutions. We document the lessons and strategies that STEM program directors have used to broaden institutional impact, including demonstrating their program’s efficacy through assessments and evaluations, coordinating, and streamlining efforts to ensure program efficiency and longevity, incentivizing support for labor, and consolidating support from institutional leaders. We also disentangle the roles STEM program directors play as grassroots leaders or institutional agents, distinguishing them by their authority and decision-making power and by whether they work to transform the institution to better serve students or to transform students’ behaviors to adapt to the institution. Our findings provide avenues to leverage STEM program directors’ efforts in order to move toward STEM education transformation in higher education.Ana Karen GomezKrystle Palma CobianSylvia HurtadoMDPI AGarticleSTEM educationequitydiversityinstitutional changeEducationLENEducation Sciences, Vol 11, Iss 742, p 742 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	STEM education equity diversity institutional change Education L
spellingShingle	STEM education equity diversity institutional change Education L Ana Karen Gomez Krystle Palma Cobian Sylvia Hurtado The Role of STEM Program Directors in Broadening the Impact of STEM Interventions
description	STEM transformation has been a longstanding goal for higher education institutions who not only wish to maintain global economic competitiveness but most recently have also aimed efforts at achieving STEM equity. While researchers have typically looked to students’ and faculty’s experiences for answers, STEM program directors possess great insight from working closely with students in both faculty and administrative roles. This study explores the views of 45 STEM program directors at 10 institutions across the U.S. that had high STEM bachelor’s degree-completion rates relative to similarly resourced institutions. We document the lessons and strategies that STEM program directors have used to broaden institutional impact, including demonstrating their program’s efficacy through assessments and evaluations, coordinating, and streamlining efforts to ensure program efficiency and longevity, incentivizing support for labor, and consolidating support from institutional leaders. We also disentangle the roles STEM program directors play as grassroots leaders or institutional agents, distinguishing them by their authority and decision-making power and by whether they work to transform the institution to better serve students or to transform students’ behaviors to adapt to the institution. Our findings provide avenues to leverage STEM program directors’ efforts in order to move toward STEM education transformation in higher education.
format	article
author	Ana Karen Gomez Krystle Palma Cobian Sylvia Hurtado
author_facet	Ana Karen Gomez Krystle Palma Cobian Sylvia Hurtado
author_sort	Ana Karen Gomez
title	The Role of STEM Program Directors in Broadening the Impact of STEM Interventions
title_short	The Role of STEM Program Directors in Broadening the Impact of STEM Interventions
title_full	The Role of STEM Program Directors in Broadening the Impact of STEM Interventions
title_fullStr	The Role of STEM Program Directors in Broadening the Impact of STEM Interventions
title_full_unstemmed	The Role of STEM Program Directors in Broadening the Impact of STEM Interventions
title_sort	role of stem program directors in broadening the impact of stem interventions
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/2df48e31292b40c1bd09ab1469e7d979
work_keys_str_mv	AT anakarengomez theroleofstemprogramdirectorsinbroadeningtheimpactofsteminterventions AT krystlepalmacobian theroleofstemprogramdirectorsinbroadeningtheimpactofsteminterventions AT sylviahurtado theroleofstemprogramdirectorsinbroadeningtheimpactofsteminterventions AT anakarengomez roleofstemprogramdirectorsinbroadeningtheimpactofsteminterventions AT krystlepalmacobian roleofstemprogramdirectorsinbroadeningtheimpactofsteminterventions AT sylviahurtado roleofstemprogramdirectorsinbroadeningtheimpactofsteminterventions
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The Role of STEM Program Directors in Broadening the Impact of STEM Interventions

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