The MIE Model: Faculty Development and Undergraduate Research

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The MIE ModelFaculty Development and
Undergraduate Research

• Presented by
• Tuajuanda Jordan(Xavier University of Louisiana)

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The MIE Model of Faculty Development A Review

• Funding of research, conferences, and
  professional development
• Mentoring
• Setting appropriately balanced and rewarded
  teaching and research agendas
• Professional development on interactive classroom
  methods, mentoring, and integrating student
  researchers into faculty research activities

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Faculty Development-Bowie State University

• Elaine Davis
• MIE Principal Investigator

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Faculty Development BSU

• Professional Development
• The goal was focused on getting the faculty to
  become more technology savvy
• The objectives were to introduce, train, and
  support faculty with respect to technology
  initiatives

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Faculty Development - BSU

• Professional Development (contd)
• Methodology
• Infusion of technology
• University Transition
• STEM Faculty and Chairperson Survey
• Topics provided
• Level of interest
• Consultants

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Faculty Development - BSU

• Professional Development (contd)
• Implementation
• Basic Computer Use
• Effective Management of Information System
• Writing Effective Proposals
• Undergraduate Research/Effective Mentoring
• Effective Assessment Strategies
• Integrating technology into the Classroom

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Faculty Development Outcomes BSU

• Focused workshops (University wide)
• Generation of the Center of Excellence in
  Teaching and Learning (Institutionalization)
• Faculty proficiency
• Generation of Student Technology Aides

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Faculty Development-Oyate

• Stacy Phelps
• MIE Principal Investigator

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Faculty Development - Oyate

• Rural isolation, lower pay, lack of local living
  accommodations, and no tenure system all are
  inherent obstacles that hinder the recruitment
  and retention of STEM faculty at tribal colleges

• STEM faculty post MIE Program implementation
• Oglala Lakota College
• 12 Total faculty
• 6 PhD
• 3 years or more 8
• Sisseton Wahpeton College
• 4 Total
• Sitting Bull College
• 4 Total

• STEM Faculty prior to MIE Program
• Oglala Lakota College
• 4 Total faculty
• 2 PhD
• None remain
• Sisseton Wahpeton College
• 2 Total
• Sitting Bull College
• 2 Total

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Faculty Development - Oyate

• Professional Development
• Developed and implemented E-Certification process
  for STEM faculty to adapt, develop, and instruct
  courses in a distance format for faculty
• Adapted STEM courses from traditional classroom
  delivery to web delivery
• Focus on web teaching methodologies
• Course assessments and distance based project
  design
• Produced technology savvy faculty
• Technology integrated courses

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Faculty Development - Oyate

• Balancing Teaching and Research
• Integrated undergraduate research courses
• Newly established personnel practice that permit
  half-time teaching and half-time research load
• Flexible course scheduling to accommodate faculty
  and undergraduate student research
• Internally funded startup research projects
• Collaborative research projects with Oglala Sioux
  Tribal organizations and programs

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Faculty Development - Oyate

• Mentoring
• Faculty lead undergraduate research program
• Meaningful, reservation based research projects
  and service learning projects
• Teaching assistantship program
• Research laboratory assistantship program
• Graduate education and workforce matriculation
  advising

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Faculty Development Outcomes - Oyate

• Highly qualified, stable STEM faculty
• Active faculty-student mentoring and academic
  advising
• Comprehensive, faculty lead undergraduate
  research program
• Locally focused faculty and undergraduate
  research opportunities
• Technology savvy faculty that are certified in
  web course development and delivery
• Four year distance based environmental science
  curriculum
• Increase in external faculty research proposal
  submissions
• Increase in the number of faculty attending and
  presenting at professional conferences
• Better screening process of new faculty for
  positions
• Teaching and laboratory assistantship training
  programs

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Faculty Development-University of Texas, El Paso

• Ben Flores
• MIE Principal Investigator

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Faculty Development UTEP

• Faculty Development falls under the purview of
  the Center for Effective Teaching and Learning
  (CETaL) which
• promotes excellence in university teaching and
  learning.
• provides support for instructional design,
  development, and evaluation.

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Faculty Development UTEP

• Mentoring by CETaL Fellows who
• are full-time UTEP faculty and select
  administrators who have shown a strong commitment
  to teaching and have demonstrated teaching
  excellence in their own practice.
• take on a formal leadership role to promote
  effective teaching and learning at UTEP and in
  the El Paso community.
• are nominated appointed to 3-year terms by
  their college deans.

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Faculty Development UTEP

• Faculty Mentoring for Women (in collaboration
  with the ADVANCE Program)
• The mission is to assist women faculty in their
  professional development through the guidance and
  support of experienced UTEP faculty members who
  serve as role models, advisors, and advocates.
• Three components
• Access - Increase effectiveness and visibility
  through improved access to information and
  resources that support academic activities.
• Balancing Work Loads - Provides an environment
  where they can discuss the conflicting demands of
  work and family and prioritize the diverse
  demands of teaching, research, and service.
• Acculturation -Orient them to UTEP

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Faculty Development UTEP

• Professional Development
• CETaL hosts the annual Sun Conference which is
  devoted entirely to teaching and learning
• CETaL also provides professional development of
  faculty through
• mentoring and peer mentoring activities
• seminars on teaching and learning
• facilitation of faculty work groups focused on
  integrating teaching, research and service, and
  leadership skills.

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Faculty Development-Spelman College

• Albert Thompson
• MIE Principal Investigator

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Faculty Development Spelman

• Funding
• Thirteen MIE-supported faculty attended
  professional meetings one research presentation
• Faculty supported to attend professional
  meetings and workshops where new teaching
  strategies are presented
• Biology faculty participate in a workshop on use
  of computer-aided video microscopes
• Computer Science faculty attend seminars on
  Internet publishing and usage
• Mathematics, Chemistry, and Education faculty
  attend workshop (NASA) on use of computers and
  calculators in interdisciplinary courses

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Faculty Development Spelman

• Mentoring
• Hired Biology, Chemistry, and Mathematics
  Scholar-Teachers
• Rosalie Richards, Inorganic Chemistry Ph.D.
  University of Southern California
• Monica Stephens, Applied Mathematics Ph.D. Brown
  University
• Sonya McCall, Materials Science Ph.D. North
  Carolina State University
• Brett Sims, Applied Mathematics Ph.D. State
  University of New York Stony Brook
• Kimberly Jackson, Biochemistry Ph.D. Clark
  Atlanta University
• Latanya Hammonds-Odie, Physiology Ph.D.
  University of Alabama, Birmingham

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Faculty Development Spelman

• Professional Development
• Hired Instructional Technology Specialist
• Developed and distributed Multi-Media Manual to
  SEM Faculty and Staff
• Conducted workshops on SmartBoard and arranged
  for GIS Workshop
• Offered individual training for SEM Faculty/Staff
  on the use of Multi-media Technology, Classrooms,
  and Distance Learning Room

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Faculty Development-Xavier University of
Louisiana

• Tuajuanda Jordan
• MIE Principal Investigator

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Faculty Development XULA

• Funding
• For both research-related activities and
  professional development with respect to
  curriculum development provide via competitive
  minigrant mechanism
• For travel to research conferences and workshops
  for professional development provided via
  first-come, first-served mechanism

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Faculty Development XULA

• Mentoring
• Workshops on mentoring undergraduate research
  students provided via the MIE-supported XU Center
  for Undergraduate Research
• New faculty are assigned two mentors
• Department mentor
• Assigned by the STEM department
• Helps new hire adjust to teaching, research, and
  committee responsibilities within the department
• University mentor
• Assigned by the Associate Vice President for
  Academic Affairs
• The mentor will not be a member of the new hires
  department
• Helps new hire adjust to the University community

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Faculty Development XULA

• Balancing Teaching and Research
• Teaching and research efforts are included in
  tenure and promotion considerations by the Rank
  and Tenure Committee
• Faculty efforts to include undergraduates in
  research is favorably viewed in tenure and
  promotion
• Exceptional faculty efforts in teaching and
  mentoring are acknowledged and rewarded at the
  end of the academic year at a faculty-attended
  Academic Assembly

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Faculty Development XULA

• Professional Development
• Center for Undergraduate Research (CUR) provides
• Workshops on mentoring undergraduate research
  students
• Workshops on obtaining extramural funding support
  in collaboration with the Office of Sponsored
  Programs
• Meetings with individual departments to
  brainstorm methods of integrating research into
  the curriculum
• Center for the Advancement of Teaching (CAT)
• Supported by the university
• Provides a variety of facilitator-led workshops
  on pedagogy, classroom management, test
  preparation, teaching portfolios, etc.

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Faculty Development Outcomes-XULA

• Funding for research, conferences, and
  professional development
• Travel
• Two senior faculty members have received funding
  to attend retooling workshops
• 40 faculty have received funding from MIE to
  attend research conferences/symposia
• Curriculum development minigrants
• Since 1996, 28/86 (32) STEM faculty members have
  been involved in course development and/or
  revision
• This activity has affected 45/176 STEM courses
  (25)
• 75 of these faculty obtained funding support
  from MIE 20 from CAT 5 from other sources
• Research minigrants
• 20 junior faculty supported with MIE-funded
  minigrants since 2000
• Seven (33) have obtained extramural funding
• 100 have either published /or presented their
  work at conferences and/or symposia

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Faculty Development - XULAJunior Faculty
Release Time
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Faculty Development - XULA STEM Faculty Funded
Research
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Faculty Development XULA Outcomes

• Mentoring
• Of undergraduates in research
• 50 (43/86) of all STEM faculty are engaged in
  research
• 100 of all research-active faculty engage
  undergraduates in their research

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Faculty Development - Summary

• Each MIE realized that faculty involvement is key
  to any successful program designed to increase
  representation of under-represented minorities in
  the STEM fields
• Although each institution approached faculty
  development in a different manner, the results
  clearly indicate that student and faculty
  successes are intricately linked

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Undergraduate ResearchThe Spelman Collegeand
Xavier University Models
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Undergraduate Research Spelman College

• Research Methods Course
• Annual Research Day
• Student oral and poster presentations
• Scientists panel and lectures
• Scholar-Teachers (Biology, Chemistry and
  Mathematics
• Equipment for research-training in all areas

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Undergraduate Research Spelman College

• Project Focus Teams
• Chemistry, Computer Science, Mathematics, and
  Physics
• Four Faculty and 10 Students
• Synthesis of Tetraarylporphyrins
• Protocols Across Different Networks
• Operations Research/Optimization Investigation
• Liquid Crystals as Optical Fiber Modulators

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Undergraduate Research Spelman College

• The Students
• MIE Scholars (all have HS G.P.A.s gt 3.0)
• MIE Research Interns
• Begin sophomore year
• Conduct research project under faculty supervisor
• Apply for summer research opportunities
• Exchange Research Students
• An arrangement between Spelman College and
  Universidad Metropolitana or Bennett College
• Students from each institution participate in an
  8-week research project at the other institution
  during the summer

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Undergraduate Research XULA

• Two types of MIE-supported students
• MaSTER Scholars
• Minimum G.P.A. of 3.0
• All non-pre-med STEM majors can apply
• Receive tuition assistance
• Funding support for
• Research supplies
• Travel to conferences and symposia
• MaSTER Associates
• All of the above except there is no minimum
  G.P.A. requirement and they do not receive
  tuition assistance

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Undergraduate Research XULA

• All MIE-supported MaSTER scholars
• are required to
• attend bi-weekly MIE meetings
• be engaged in research-related activities
• during the academic year gt 10 hours/week
• during the summer 20 40 hours/week
• must take a department-specific research course
• must participate in a research ethics and
  bioethics workshop
• must present
• annually at the campus-wide Festival of Scholars
• at least once at a national conference/symposium
• must go on campus visits to perspective graduate
  schools

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Undergraduate Research Impact Student Research
Awards

• Spelman College
• Locally at the Spelman College Campus Wide
  Research Symposium
• Nationally at ABRCMS and the UMET Research
  Symposium

• XULA
• Locally at the Festival of Scholars and Sigma Chi
• Nationally at NSBE, Technical Symposium, HBCU-UP
  National Research Conference

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Undergraduate Research Impact

• Participation in major off-campus research
  programs during the academic year
• A semester at Woods Hole Oceanographic Institute
  (Spelman)
• A semester engaged in environmental research at
  Tecnológic de Monterrey in Mexico (XULA)

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Undergraduate Research Impact

• Student co-authors on faculty research
  publications
• Spelman 12
• XULA - 5
• Student presentations at conferences and symposia
• Spelman 40
• XULA 40

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Undergraduate Research Impact

• Student acceptance into graduate programs across
  the country (e.g., Harvard, Brown, UNC, U of
  Michigan, Michigan State, Emory, UCLA, Berkley,
  Georgia Tech, U of Wisconsin, etc.)
• Student receipt of graduate scholarships and
  fellowships (e.g., Packard, Gates, UNCF, Kellogg
  Foundation, GEM, etc.)
• Institutional recognition at the national level
  for producing high-ability underrepresented
  minority research scholars