Abstract
BackgroundTransforming the culture of STEM higher education to be more inclusive and help more students reach STEM careers is challenging. Herein, we describe a new model for STEM higher education transformation, the Sustainable, Transformative Engagement across a Multi-Institution/Multidisciplinary STEM, (STEM)2, “STEM-squared”, Network. The Network embraces a pathways model, as opposed to a pipeline model, to STEM career entry. It is founded upon three strong theoretical frameworks: Communities of Transformation, systems design for organizational change, and emergent outcomes for the diffusion of innovations in STEM education. Currently composed of five institutions—three private 4-year universities and two public community colleges—the Network capitalizes on the close geographic proximity and shared student demographics to effect change across the classroom, disciplinary, institutional, and inter-institutional levels.ResultsThe (STEM)2 Network has increased the extent to which participants feel empowered to be change agents for STEM higher education reform and has increased collaboration across disciplines and institutions. Participants were motivated to join the Network to improve STEM education, to improve the transfer student experience, to collaborate with colleagues across disciplines and institutions, and because they respected the leadership team. Participants continue to engage in the Network because of the collaborations created, opportunities for professional growth, opportunities to improve STEM education, and a sense that the Network is functioning as intended.ConclusionThe goal to increase the number and diversity of people entering STEM careers is predicated on transforming the STEM higher education system to embrace a pathways model to a STEM career. The (STEM)2 Network is achieving this by empowering faculty to transform the system from the inside. While the systemic transformation of STEM higher education is challenging, the (STEM)2 Network directly addresses those challenges by bridging disciplinary and institutional silos and leveraging the reward structure of the current system to support faculty as they work to transform this very system.
Highlights
ConclusionThe goal to increase the number and diversity of people entering STEM careers is predicated on transforming the STEM higher education system to embrace a pathways model to a STEM career
Despite many calls for the transformation of STEM higher education since at least 1924, changes have been slow and the impacts limited (American Association for the Advancement of Science, 2011; Asai & Bauerle, 2016; Association of American Medical Colleges - Howard Hughes Medical Institute, 2009; Brinton, 1924; National Research Council, 2003; Olson & Riordan, 2012; Seymour & Fry, 2016; Steen, 2005)
Of the 16 participants completing both a preNetwork and a mid-Partnership for Undergraduate Life Sciences Education (Network) survey, the number of participants who felt they were prepared to be a change agent to a small or very small extent decreased while the number who felt they were prepared to be a change agent to a large or very large extent increased (Fig. 5)
Summary
If the goal is to transform undergraduate STEM education to increase the number and diversity of people entering STEM careers, we must fundamentally transform the STEM higher education system. This transformation must embrace the pathways model to a STEM career, which is more realistic and inclusive than the more traditional pipeline model (Cannady et al, 2014). The systemic transformation the Network hopes to achieve is challenging because it pushes against the existing culture in higher education. The (STEM) Network provides a model construct to meet this challenge via its foundation on a Community of Transformation model, use of emergent outcomes to guide Network activities, and utilization of systems design for organizational change to transform the complex higher education landscape
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