Improving STEM Education Together

We know that the use of evidence-based instructional practices (EBIPs), defined as strategies used to promote student learning in addition to lecture, improve STEM student outcomes, but their usage is still infrequent (Stains et al, 2018). Even if you as an individual instructor or you as a program are using EBIPs already, it may be difficult to document the benefits that they are accruing. Or perhaps you are not yet using EBIPs and want to gain the skill set to do so effectively. In either case, we will help you adopt EBIPs, document the positive benefits from using EBIPs, and celebrate your commitment to improving student outcomes at your institution. Let’s work on improving STEM education together.

The Use of EBIPs Improve STEM Student Outcomes

Whether it be the syllabus, a single lesson, or an entire course, using EBIPs and having a student-centered teaching philosophy improve STEM student outcomes and are therefore a potent strategy to recruit new students, improve student performance, increase student retention, and fix the “leaky pipeline” in STEM. EBIPs at the lesson level, such as the vast variety of active learning techniques, have been shown to improve student learning across STEM. EBIPs at the course level, including high structure course design, also reduce or close performance gaps that exist between historically well-represented vs under-represented students in STEM. When tailored to your own specific institution and instructional situation, you will be able to use EBIPs to help your STEM students successfully navigate your program and achieve exceptional career goals.

LEARN MORE

Ian Kelley

CEO

Alberta Clarke

Support Staff

The Approach

We will work with you on a three-step process to initially evaluate your program’s current teaching, course design, and student outcomes landscape, to provide professional development strategies and events for you and your faculty on EBIP adoption, and finally to re-assess and document the positive impacts that have resulted from this process. All steps of the process are fully customizable to your situation and program and will work in any STEM discipline.

Baseline Evaluation

We begin the process by using reliable and validated instruments published in the STEM education literature to determine the levels of EBIP and student-centered pedagogy adoption by your faculty in your program. We also determine the types and extents of performance gaps, if any, that exist in your courses and program.

Professional Development

Once we know the strengths and opportunities for improvement in your program and courses, we will develop and implement a tailored and specific professional development approach to enact positive changes with you and your faculty which will lead to improved student outcomes for your program.

Follow-Up Assessment

Finally, we will follow-up and repeat the baseline assessment to document the positive changes that have occurred due to the professional development around EBIPs and student-centered pedagogies and the incorporation of them into your courses. You will be able to use this evidence to promote and celebrate your program’s efforts to improve your students’ outcomes.

Making Impacts Happen

Dr. Justin Shaffer applies his extensive 12+ year experience in the classroom as a STEM teaching professor, his skills in discipline-based education research studying course design and active learning, and his enthusiasm for working with faculty to partner with you on professional development opportunities to learn about EBIPs and how they can transform your program, faculty, and student outcomes. Contact Justin to partner with him on workshops, keynotes, seminars, and more.

CONTACT

Ian Kelley

CEO

Alberta Clarke

Support Staff

Let’s Work Together

Reach out to Justin to schedule a time to chat about ways to partner to improve STEM outcomes in your program. Whether you are starting from scratch with adopting EBIPs and documenting their impacts or have established methods in place, Justin will be able to help you positively transform your program which will result in increased student recruitment, retention, and overall success.

“I appreciate Justin’s facilitating our move forward and improving our curriculum. Many of our faculty have never gone through this type of process, so Justin not only helped us design courses that will provide a better educational experience but educated our faculty as well. Justin helped us improve both faculty and student success. We are excited about these courses.”

Robert Dearth, Founding Director and Professor, School of Integrative Biological and Chemical Sciences, University of Texas Rio Grande Valley

“Dr. Shaffer conducted a professional development workshop for BYU. He is a dynamic and engaging speaker. The workshop highlighted practical, straightforward methods to engage students more effectively. He coupled his expertise in pedagogy with compelling data on the effectiveness of these techniques. Justin was able to engage a large group of faculty from a variety of disparate disciplines and provide them all with relevant skills. Our faculty walked away inspired as well as prepared to transform their courses into high structure learning environments. I would definitely recommend him!”

Jamie Jensen, Professor, Department of Biology, BYU

“Justin is a fantastic workshop presenter, instructor, and collaborator. His enthusiasm and knowledge of subjects such as course design and active learning clearly show through in his presentations, in which he makes everyone feel engaged, welcome, and inspired. I highly recommend your department or teaching and learning center to invite Justin so that he can work with and inspire your colleagues too.”

Sami Raut, Associate Professor, Department of Biology, University of Alabama at Birmingham