This issue, sponsored by the W. M. Keck Foundation as part of the PKAL Guide to Systemic Institutional Change in STEM Education project, features case studies by institutions that developed and field tested a comprehensive institutional model for facilitating strategic change in STEM education. The model takes a scientific approach and provides both a process and content scaffold for campus leaders to facilitate change efforts. It offers leadership, planning, assessment, and practical tools for developing a strategic plan for change, including evidence-based practices. The model also provides a “readiness” tool for assessing the capacity for change in terms of faculty expertise, resources, and campus infrastructure as well as a rubric for monitoring progress. Although the model was developed for STEM specifically, it can be adapted to other institutional change projects more broadly or outside the STEM disciplines.
This issue, sponsored by the Teagle and Mellon foundations, offers insights about the central role of faculty in galvanizing the necessary experiences that cross disciplines, units, and campus boundaries to promote integrative learning.
Quantitative reasoning skills―the habit of mind, competency, and comfort in working with numerical data—are crucial for all students, not just math majors. By examining this topic through multiple lenses, this issue will demonstrate why quantitative reasoning is a necessary outcome for twenty-first- century college graduates.
Close examination of the status of women science and engineering faculty at four-year colleges and universities reveals that women not only remain disproportionately underrepresented in STEM disciplines, such as engineering and physics, but also are precipitously lost through transitions to upper professorial ranks in all STEM disciplines, generally. This issue explores current trends in higher education related to recruiting, retaining and advancing STEM women and women of color faculty.