http://www.rssboard.org/rss-specification 720 https://escholarship.org/uc/isee_pdp20yr/rss Recent eScholarship items from Leaders in effective and inclusive STEM: Twenty years of the Institute for Scientist & Engineer Educators Thu, 18 Jun 2026 09:45:32 +0000 https://escholarship.org/uc/item/6b2108tk Introduction: 20 Years of ISEE https://escholarship.org/uc/item/6b2108tk Fri, 14 Oct 2022 00:00:00 +0000 Seagroves, Scott Barnes, Austin Metevier, Anne J Porter, Jason Hunter, Lisa https://escholarship.org/uc/item/12g5j62m The Professional Development Program (PDP) was a highly impactful and innovative program that was run by the Institute for Scientist & Engineer Educators for twenty years, from 2001–2020. The program trained early-career scientists and engineers to teach effectively and inclusively, while also developing participants’ skills in leadership, collaboration, and teamwork. In this paper, we summarize important aspects of the PDP and some of the program’s major outcomes, describe legacies of the program, and share recommendations based on two decades of experience. A large section of this paper details aspects of the PDP that we consider essential to the program but that might not be apparent from other documentation of the program. Recommendations for others interested in professional development of STEM graduate students and postdoctoral scholars are: 1) invest in establishing program culture; 2) prepare participants pursuing all STEM career paths for inclusive teaching; 3) focus... https://escholarship.org/uc/item/12g5j62m Wed, 12 Oct 2022 00:00:00 +0000 Hunter, Lisa Metevier, Anne J Kluger-Bell, Barry Seagroves, Scott Quan, Tiffani K McConnell, Nicholas Barnes, Austin Brown Pacheco, Candice Raschke, Lynne Palomino, Rafael Porter, Jason https://escholarship.org/uc/item/5mv3k3p7 The Akamai Internship in Hawai‘i and the Professional Development Program (PDP) address key issues of sustaining a diverse, equitable, and inclusive STEM workforce in industry and academia. Established in 2002, the Akamai program builds capacity to overcome the brain-drain workforce problem that Hawaiʻi faces by connecting local undergraduate students with internship opportunities in the STEM industries on the islands of Maui and Hawaiʻi. The PDP provides opportunities for graduate students, early-career scientists and industry leaders to learn effective andragogical practices for teaching science and engineering to the next generation at the undergraduate level. A unique, grounding aspect of the Akamai program across all cohorts is a week-long course preparing interns to work with their local industry partners and build an inclusive community. The course is co-led by Akamai program staff and PDP alumni in collaboration with PDP design teams who run complementary inquiry learning... https://escholarship.org/uc/item/5mv3k3p7 Thu, 6 Oct 2022 00:00:00 +0000 Chu, Devin S Barnes, Austin Sueoka, Stacey Irvine, Lelemia https://escholarship.org/uc/item/4tk1v31p The role of facilitator, and facilitation strategies, are components that sometimes get overlooked as important in promoting collaborative interactions, such as with group work. Being able to work effectively in a group is a required skill for most disciplines, in particular for those in the Science, Technology, Engineering and Mathematics (STEM) fields. It is also central throughout the Professional Development Program (PDP) developed and run by the Institute of Scientist and Engineer Educators (ISEE), starting with group formation and leading all the way up to the final culminating activity. As such, PDP teams are taught facilitation strategies. Keeping in mind a group’s goals and what their measures for accountability are, the facilitator should be able to give constructive feedback and actively assess the team’s progress on the go. In this process, the facilitator can identify early on issues that can then be addressed before they become pathological. In this paper, we discuss... https://escholarship.org/uc/item/4tk1v31p Thu, 6 Oct 2022 00:00:00 +0000 Beceiro-Novo, Saul Azucena, Oscar Carrión, Cynthia N https://escholarship.org/uc/item/7np735s7 The ISEE PDP program offers vital support to graduate students that is often missing in the U.S. doctoral training tradition. This panel will explore some of the advantages and uses of the ISEE methodology in a variety of educational and also professional settings. First, we explore the relationships between learner identities and outcomes, including the benefits of “facilitation for equity” in the classroom, to facilitate research discussions, and beyond. Second, the paper delves into “backward design” as a method for establishing learning outcomes, curricular plans, and translating theory into practice. Finally, we discuss how ISEE concepts can help all learners of all ages and backgrounds to navigate their career goals and vision, including teaching educators and researchers how to use goal-oriented curricular development. While each vignette approaches the subject from different angles and professions, the structured planning and theory behind curricular design holds true... https://escholarship.org/uc/item/7np735s7 Wed, 5 Oct 2022 00:00:00 +0000 Lovell, Robin J Egerer, Monika Montgomery, Ryan Olimpi, Elissa M https://escholarship.org/uc/item/41q869sh Much of the ISEE Professional Development Program (PDP)’s long-term value arises from participants transferring teaching approaches they develop in the course of designing and facilitating a PDP inquiry activity to other contexts throughout their careers. PDP participants encounter frameworks such as the inquiry framework and the equity and inclusion focus areas, and are encouraged explicitly to become informed consumers of further scholarship on teaching and learning. Many participants resonate especially with the PDP’s emphasis on equity and inclusion in STEM teaching, and meld lessons from the PDP with their lived experiences as well as other scholarship on equity-minded or culturally responsive educational practices. Our panel shares four perspectives on extending lessons from the PDP to new contexts: mentoring students and developing interactive lessons in molecular biology, designing astronomy activities from a culturally relevant and culturally responsive standpoint, incorporating... https://escholarship.org/uc/item/41q869sh Wed, 5 Oct 2022 00:00:00 +0000 McConnell, Nicholas J Casey, Caitlin M Macho, Jocelyn M O'Donnell, Christine https://escholarship.org/uc/item/30r3j4qs Ostensibly, the main goal of the ISEE Professional Development Program (PDP) is to teach scientists and engineers how to be intentional, inclusive educators by experiencing and designing inquiry-based learning activities. However, the PDP program has many indirect, positive effects on its participants as well, including building community and a sense of STEM identity, fluency to understand and discuss diversity, equity, and inclusion topics, and recognizing the importance of psychological safety in learning, academia, and industry. We present four narratives from past participants with underestimated minority identities, who discuss how the PDP program had a positive impact on their growth as scientists and engineers. In each case, the PDP provided critical tools, knowledge or support that enabled their success as graduate students and into their respective career and life journeys. https://escholarship.org/uc/item/30r3j4qs Wed, 5 Oct 2022 00:00:00 +0000 Lui, Lauren M Roth, Danica L Roybal-Jungemann, Gabriel Irvine, Lelemia https://escholarship.org/uc/item/1vh495wp Transitioning from graduate student roles in academia to professional careers in industry and government affords ISEE’s Professional Development Program (PDP) alumni the opportunity to apply lessons and techniques learned at the PDP to new environments with new goals. In mission-focused government roles, PDP alumni apply their expertise in inquiry-style teaching to mentor junior staff and develop projects that meet governmental requirements, while preserving STEM learner identities. Alumni find that the principles of inquiry-style teaching have applicability across professional development spectrums — from mentoring high school interns through training postdoctoral researchers and managing teams of diverse career stages. In industry, where fast-paced corporate goals drive innovation, alumni have found that PDP principles in developing explicit content and practice learning outcomes have helped them develop unique roles within their companies. Additionally, across both industry... https://escholarship.org/uc/item/1vh495wp Wed, 5 Oct 2022 00:00:00 +0000 Mayfield, Kimberley Holloway, Alexandra Jacox, Michael G Martin, Stephen https://escholarship.org/uc/item/8sp532b4 To create and achieve awesome things in the world together, STEM (science, technology, engineering and mathematics) professionals need to be able to lead effectively. Leadership can be thought of as “a process of social influence through which an individual enlists and mobilizes the aid of others in the attainment of a collective goal” (Chemers, 2001). In the Institute for Scientist & Engineers Educators’ Professional Development Program (PDP), STEM graduate students and postdocs learned, practiced, and reflected on leadership skills and strategies explicitly. Design Team Leaders (DTLs) practiced leading their teams, all participants facilitated inquiry (led their students in learning), and some (in later years) learned through the inclusive leadership PDP strand. In this panel paper, we reflect on what we learned from these experiences and discuss how we apply PDP leadership training daily in our work beyond the PDP. We review key principles about inclusive leadership, such... https://escholarship.org/uc/item/8sp532b4 Sat, 1 Oct 2022 00:00:00 +0000 Strubbe, Linda Bosinger, Mia Stauffer, Heidi L Tarjan, L. Max https://escholarship.org/uc/item/4m80g97s In addition to educating participants about inquiry instruction, equity and inclusion in STEM, and assessment, the Institute for Scientist and Engineer Educators’ (ISEE’s) Professional Development Program (PDP) is intentionally designed to provide opportunities for participants to return in subsequent years to observe (shadow), practice, and train in a variety of roles (e.g., design team leader, discussion group leader, apprentice facilitator, apprentice instructor). Returning participants not only receive instruction to guide them in these roles, but also receive feedback from core team designers and experienced facilitators and instructors while conducting and after performing these roles. Panelists will discuss one or more roles they engaged in as a PDP participant and how these experiences shaped their approaches to learning, teaching, and working with others as part of their professional careers. Topics to be covered will include leadership, facilitating dialogues and group... https://escholarship.org/uc/item/4m80g97s Sat, 1 Oct 2022 00:00:00 +0000 Martinez, Raquel A Silvia, Devin W Rice, Emily L Porter, Jason https://escholarship.org/uc/item/13c3x5vb A significant focus of the ISEE Professional Development Program (PDP) is identifying authentic STEM practices, so that educators and scientists can develop and assess these practices as intentionally as they would scientific content knowledge. In addition to the classic inquiry-based learning activities, PDP alumni also find themselves using and teaching these STEM practices in other contexts. Many PDP participants have benefited from recognizing "STEM practices" as its own category of specific skills and knowledge, allowing them to build these practices into their work intentionally, rather than simply expecting these skills to develop naturally as a by-product of learning STEM content. We present four instances where PDP lessons have been put to work by alumni of the program in this manner, either in teaching and mentoring students, performing real-world scientific research, or both. First, we consider two instances of alumni using their PDP training to inform the way they... https://escholarship.org/uc/item/13c3x5vb Sat, 1 Oct 2022 00:00:00 +0000 West, Colin G Honig, Susanna E Lui, Lauren M Raschke, Lynne https://escholarship.org/uc/item/0sq6r7pd The Institute for Scientist and Engineer Educators (ISEE) Professional Development Program (PDP) has led to the generation of several activities geared toward training in astronomical instrumentation. These include activities developed for the Center for Adaptive Optics summer school and the AstroTech Instrumentation Summer School. The goal of these activities has been to provide the participants with hands-on experience to convey challenging concepts in instrumentation. The inclusion of practices from PDP led to activities that prioritized inquiry-based approaches over the more traditional formulaic lab-based training and activities. Our panel will review the design of these activities and discuss approaches that increase the likelihood of achieving the learning goals. We will also discuss ways in which these activities can help encourage students with little previous experience in instrumentation to consider additional studies in instrumentation. Finally, we will reflect on... https://escholarship.org/uc/item/0sq6r7pd Sat, 1 Oct 2022 00:00:00 +0000 Do, Tuan Lu, Jessica R Lanz, Alicia Konopacky, Quinn https://escholarship.org/uc/item/0mb4644g In this paper, we explore how core principles of the mentoring training offered by the Institute for Scientist & Engineer Educators (ISEE) Professional Development Program (PDP) have been adopted by PDP alumni and applied in different contexts. The core themes of the mentoring work conducted by ISEE, which are Inquiry, Equity & Inclusion, and Assessment, form an extensible basis for PDP participants to use as they develop their own mentoring programs. The panel/paper is structured to briefly identify core components of mentoring in the PDP model and then discuss how former PDP participants have applied these in a variety of other venues. With the goal of broadening access & persistence in STEM, the PDP emphasized: the role of ownership and agency, the practice of explanations, the creation of opportunities for recognition, providing formative assessment, and a recognition of and introduction to STEM culture. The PDP has had a unique way of “staying with” participants... https://escholarship.org/uc/item/0mb4644g Sat, 1 Oct 2022 00:00:00 +0000 Severson, Scott Dunkin, Robin Walker, Samantha https://escholarship.org/uc/item/9wq3h6zr A multi-class period activity on the physical principals underlying ocean circulation was designed that utilizes real world data and inquiry pedagogies for use in an undergraduate, introductory oceanography course. Goals for the activity were for students to practice the scientific method, carry out an experiment of their own design, read and interpret real oceanographic data, and use their data, observations and relationships gleaned from these small-scale demonstrations, experiments, and activities to build an understanding of large-scale ocean circulation while practicing multiple inquiry process skills. Student outcomes related to both process skills and content knowledge improve as a result of the activity’s implementation, as indicated by a 14-percentage point increase in student scores on the same ocean circulation homework assigned in years before and after the new activity was created. During the COVID pandemic of 2020 this learning activity was taught in a hybrid classroom... https://escholarship.org/uc/item/9wq3h6zr Fri, 30 Sep 2022 00:00:00 +0000 Black, Frank J https://escholarship.org/uc/item/7mn8v4zb As part of the Institute for Scientist and Engineer Educators Professional Development Program (PDP), our team designed an activity for the Akamai internship program’s Preparation for Research Experiences and Projects (PREP) course. The activity focused on content around different renewable energy and storage technologies, and the widely applicable engineering practice of optimization through iteration and evaluating trade-offs. Here we describe the overall activity, with primary emphasis on how the PDP backward design process and integration of the Equity & Inclusion (E&I) theme led us to design and implement a unique model we call the “expert training model” that has important E&I implications. We found that an educational activity design that focuses on E&I considerations, such as identifying multiple ways to productively participate and developing learners’ identity in STEM, simultaneously satisfies criteria for being an engaging and authentic STEM experience.... https://escholarship.org/uc/item/7mn8v4zb Fri, 30 Sep 2022 00:00:00 +0000 Perez, Kauahi Barnes, Austin Mousavi, Ali Kassab, Richard https://escholarship.org/uc/item/7ch3f7zz Data literacy and the ability to synthesize and communicate complex concepts are core components of modern scientific practice. Here we present the design and implementation of an inquiry activity about climate variability that was taught as a part of the University of California, Santa Cruz (UCSC) Workshops for Engineering & Science Transfers (ClimateWEST) in 2019. The two-day activity introduced interdisciplinary undergraduate and community college transfer students pursuing graduate school to the field of climate science through a series of inquiry activities. Climate science is a complex topic, and research shows that there are certain concepts that are particularly difficult to grasp. Our climate activity focused on disentangling some of those misconceptions, by emphasizing the following themes or core dimensions of climate variability: (1) Climate varies on both shorter timescales (e.g. seasonal or annual cycle) and on longer timescales (e.g. climate change); (2) Both... https://escholarship.org/uc/item/7ch3f7zz Fri, 30 Sep 2022 00:00:00 +0000 Pozo Buil, Mercedes Ianiri, Hope Carroll, Gemma Trayler, Robin https://escholarship.org/uc/item/7dx183mk Here we discuss the design and implementation of an introductory DNA Barcoding module that we developed for the University of Hawai‘i at Mānoa’s Science in Action Program, a two-week summer program that teaches high school students about Hawai‘i’s biodiversity. Students used the concept of characterization to explain the relationships among organisms using morphological, ecological, and molecular data. Additionally, students gained experience in the scientific practice of generating explanations by gathering multiple lines of evidence to support or refute a claim, linking claims with evidence, and presenting such claims in written and oral formats to identify unknown algae samples. During this activity, students also gained real-world research experience in the field of biodiversity research. We also discuss potential modifications for future iterations of this module. https://escholarship.org/uc/item/7dx183mk Thu, 29 Sep 2022 00:00:00 +0000 Tateno-Bisel, Amber Perez, Kauahi https://escholarship.org/uc/item/28r6g3kf The Workshops for Engineering and Science Transfers (WEST) program was designed to foster critical-thinking skills and develop a supportive community for new Science, Technology, Engineering, and Mathematics (STEM) community college transfer students at the University of California, Santa Cruz, with the ultimate goal of improving student retention and persistence in STEM. All learners in the program participate in inquiry activities devised to incorporate elements of backward design and equity and inclusion. Here we discuss our 2019 Toxicology WEST workshop activity, an in-depth exploration of dose-response relationships created to provide an overview of the field of toxicology and clarify common misconceptions. To reflect authentic research design, we had learners assume the roles of Environmental Protection Agency (EPA) scientists tasked with investigating the effects of environmental toxicants on the model organisms Caenorhabditis elegans and Daphnia magna. Learners were asked... https://escholarship.org/uc/item/28r6g3kf Thu, 29 Sep 2022 00:00:00 +0000 Santiago, Nicholas A Glasenapp, Matthew R Howard, Shanna L https://escholarship.org/uc/item/9r8167ms We designed, facilitated, and re-designed an inquiry activity in an introductory undergraduate astronomy research methods course at the University of Texas at Austin over two different semesters. The teaching venue for this inquiry activity took place in the course “AST 376R: A Practical Introduction to Research Methods”, the inquiry activity was inserted into an existing course structure, taking place over multiple class periods. We discuss how we were able to leverage the Professional Development Program (PDP) inquiry themes and introduce students to specific STEM practices, using this experience as a primer or mini version of a larger research activity and research experience that they would determine and lead themselves later on in the semester. In this paper we describe the benefits for students in this course and the lessons learned by the instructors. https://escholarship.org/uc/item/9r8167ms Thu, 22 Sep 2022 00:00:00 +0000 Finkelstein, Keely Martinez, Raquel Vanderbosch, Zachary https://escholarship.org/uc/item/6fv1s464 Software development is becoming increasingly ubiquitous in STEM disciplines resulting in the need for education in associated computational skills. To address this need, we designed a "Sustainable Software Development with Collaborative Version Control" workshop in the 2019 Institute for Scientist & Engineer Educators (ISEE) Professional Development Program (PDP). We describe here the development process and following delivery of the workshop. In particular, we explored how to apply an inquiry approach to learning computational skills. By design, PDP activities intertwine content and “cognitive STEM practices,” and teasing apart content and practice is important for STEM education. We encountered challenges with this task because our content — exploring software sustainability with collaborative version control — is much like a practice in itself. We designed our workshop to introduce the critical skill of sustainable software development using collaborative version control... https://escholarship.org/uc/item/6fv1s464 Thu, 22 Sep 2022 00:00:00 +0000 Frisbie, Rachel LS Grete, Philipp Glines, Forrest W https://escholarship.org/uc/item/2tk5j8zh Classification is a general tool of science; it is used to sort and categorize biological organisms, chemical elements, astronomical objects, and many other things. In scientific classification, taxonomy often reflects shared physical properties that, in turn, may indicate shared origins and/or evolution. A “hands-on” galaxy-classification activity developed and implemented by Professional Development Program (PDP) participants, for a high-school summer STEM enrichment program, has been adopted for various age groups and venues, from young (K–3) to college students. We detail the basic tools required, outline the general activity, and describe the modifications to the activity based on learners’ ages and learning objectives. We describe the facilitation strategies learned through PDP training and used when implementing the activity, including prompts to motivate the students. We also discuss how we connected the classification process to astronomy and science more broadly during... https://escholarship.org/uc/item/2tk5j8zh Thu, 22 Sep 2022 00:00:00 +0000 Cooksey, Kathy L Metevier, Anne J Rubin, Kate HR Choi, Philip I Raschke, Lynne https://escholarship.org/uc/item/1808f7rw We present highlights from a series of hands-on physics lab modules developed for remote teaching. The labs were composed of multiple self-guided inquiry modules. Though the labs were developed from scratch, some modules that were central to the design process were borrowed from previous PDP sessions and the guiding PDP principles of mirroring authentic Science, Technology, Engineering, and Mathematics (STEM) practices (e.g., allowing students to raise questions and take ownership of decision making). One notable aspect of this work is that by sourcing and assembling low-cost ($25 per student) lab kits that were sent to each student, the majority of the modules were hands-on despite being fully online. Combining online resources and simulation tools with individual hardware kits and small lab groups allowed for a mix of synchronous and asynchronous exploration. This mixed lab mode was successful in promoting both inquiry exploration and community building. One example of a lab... https://escholarship.org/uc/item/1808f7rw Wed, 21 Sep 2022 00:00:00 +0000 Contreras, Daniel Robles, Vicente Choi, Philip I https://escholarship.org/uc/item/6fz0181f Developing the final summative assessment of a course at the start of curriculum development is an implementation of “backward design,” whereby learning objectives are identified first and the curriculum is engineered end-to-beginning to achieve them. We trained in backward design through the Professional Development Program (PDP) and adapted PDP assessment ideas for evaluation of curriculum designs and teaching efficacy. A pre‑/post-quiz is an assessment administered the first and last day of a course; a learner’s scores are used to measure normalized gain: the ratio of what a student learned during a course relative to what they knew entering it. The intentional process of developing a pre‑/post-quiz for every course focuses the educator on the essential understanding desired of the learners exiting the course. The normalized-gain statistics for the course can then be used to evaluate the course’s efficacy, and improvements to the curriculum can be monitored by tracking the... https://escholarship.org/uc/item/6fz0181f Tue, 20 Sep 2022 00:00:00 +0000 Cooksey, Kathy L Jonsson, Patrik https://escholarship.org/uc/item/0dh7k64h The majority of physics and astronomy undergraduate major classes are structured around problem sets, an approach that does not typically make it possible for students to learn in an inquiry-based manner analogous to how scientists conduct research. One of the reasons professors often do not attempt an inquiry approach is the lack of educational tools needed to facilitate this method of learning. In this work, I describe how Astrobites — a website run by astronomy graduate students with the goal of making the latest research more accessible to undergraduates — is ideally suited to serve as an educational tool that can make problem sets more inquiry-based. I discuss how I designed inquiry-based problem sets that make use of Astrobites for several different astronomy classes that target physics and astronomy majors. I also present strategies for implementing such assignments based on assessment from the students, and provide example problem sets that received good student feedback.... https://escholarship.org/uc/item/0dh7k64h Tue, 20 Sep 2022 00:00:00 +0000 Hammer, Michael https://escholarship.org/uc/item/3rg256z3 The lack of diversity in science, technology, engineering, and mathematics (STEM) is a complex problem, and one dimension is the experiences that students from marginalized groups often have in classroom environments. Students cite their struggles to negotiate between their own cultures and STEM’s cultures as a reason for why they do not feel a sense of belonging and identity as a person in STEM. To address these challenges, educators and researchers have proposed various frameworks to transform education. In this article, I re-examine the ISEE Equity & Inclusion (E&I) Theme in comparison to culturally relevant pedagogy and culturally responsive teaching models. While these frameworks have many common elements, including their emphasis on students’ achievements, building on students’ cultural assets, and providing scaffolding for content and practices, they differ in their focus on cultural pride and identities of critical consciousness. Drawing on these differences, I... https://escholarship.org/uc/item/3rg256z3 Mon, 19 Sep 2022 00:00:00 +0000 O'Donnell, Christine https://escholarship.org/uc/item/9b731843 Participants of the Institute for Scientist and Engineer Educators’ (ISEE) Professional Development Program (PDP) work in Design Teams to create inquiry activities that foster student learning of relevant STEM content and practices. These teams implement the inquiry activities in one or more teaching venues (i.e., a context in which Design Team members act as instructors or facilitators with actual learners or students). One such venue is the Akamai Internship Program’s PREP Course. Concurrent with running the PDP, ISEE supported the development of frameworks to help Akamai interns understand the projects they undertake during their internship. Two frameworks were developed: one focused on scientific explanations and the other on engineering solutions. This paper describes how PDP inquiry activities and the ISEE Frameworks come together in a mutually supportive manner during the Akamai PREP Course. This synergy becomes apparent as we examine the sequential placement of PREP sessions... https://escholarship.org/uc/item/9b731843 Sat, 17 Sep 2022 00:00:00 +0000 Shaw, Jerome Barnes, Austin Hunter, Lisa https://escholarship.org/uc/item/85d9b142 “How do you imagine people will operate the Deep Space Network in ten years?” After introducing some problems of operating the global collection of space-leaning telecommunications equipment, this prompt was one of the first questions we asked students to set the stage of their 8- or 10-week internships. While inquiry methods are typically applied to classroom learning, we applied similar strategies to designing custom internships that would be meaningful to the student and beneficial to the project, drawing on students’ unique background and experiences. Inquiry methods have the benefits to the student of giving them a scaffolded space to choose an investigation and deliverable which complements their strengths, or one that stretches them to learn new skills. Working backwards from initial project goals, we scoped the initial question-forming phase of inquiry design to those open issues the project needed addressing. The Deep Space Network was undergoing a major transformation... https://escholarship.org/uc/item/85d9b142 Sat, 17 Sep 2022 00:00:00 +0000 Holloway, Alexandra Blackwood, Krys https://escholarship.org/uc/item/4xc0m7tx The author reflects on his experience as a participant in the Professional Development Program (PDP) in 2005 and 2006 and how he has implemented elements of inquiry learning in his curricu-lum. He taught courses in Japan and Australia and touches on his perception of how the students in his units learned, and what the effects of (learning) culture are on inquiry learning. Through his experiences, the author found that in the first stages of a learning process, inquiry learning can help to engage and motivate students. In the end stage of learning, inquiry learning can help stu-dents to demonstrate their ability to think and work independently. One should carefully consider the learning background of students before implementing aspects of inquiry learning, as it can be affected by the culture in which they grew up. https://escholarship.org/uc/item/4xc0m7tx Sat, 17 Sep 2022 00:00:00 +0000 Cense, Barry https://escholarship.org/uc/item/4p12g5nm ISEE Professional Development Program Teaching Teams, Akamai interns, and Akamai staff all participate in a multi-day Preparation for Research Experiences and Projects (PREP) course at the start of the annual Akamai Internship Program. One of the goals for the PREP course is to establish an inclusive, collaborative community amongst the varied participants. Integrated with the inquiry activities taught by Teaching Teams are several Akamai-designed and facilitated activities whose purpose is to build community as well as an understanding of and sensitivity towards an inclusive work environment. These activities include an opening icebreaker, a career pathways discussion, workplace integration role-plays, a workplace inclusion discussion, and a closing celebration dinner. This paper highlights specific connections between the Institute for Scientist and Engineer Educators’ Equity & Inclusion strand and the collaborative activities that engage Teaching Teams, interns, and staff... https://escholarship.org/uc/item/4p12g5nm Sat, 17 Sep 2022 00:00:00 +0000 Shaw, Jerome Barnes, Austin Hunter, Lisa Sueoka, Stacey https://escholarship.org/uc/item/32p685gq I describe the design and implementation of a series of university MSc courses in Switzerland and in Italy on the topic of “Cosmic Structure Formation” whose goal has been to provide to the stu-dents a formative experience using interwoven research practice and fundamental scientific con-tent. The course educational framework, which is based on the ISEE Inquiry Framework, empha-sizes science, as much in teaching as in research, as a set of practices, re-discovering and actualiz-ing in modern terms the original pivotal role which these practices had in education in ancient times. In particular, the courses focus on formative, intuitive, student-centered and dialogic learn-ing in opposition to the informative, mnemonic, teacher-centered and monologic teaching of frontal lecture-based instruction, which is still the dominant teaching framework in university edu-cation, at least in Europe. I describe how course activities are designed in such a way as to mirror authentic research,... https://escholarship.org/uc/item/32p685gq Sat, 17 Sep 2022 00:00:00 +0000 Cantalupo, Sebastiano https://escholarship.org/uc/item/9dq6b611 In many organizations (e.g., higher education, non-profits, small companies), individuals are called upon to lead small groups of people to complete one or more tasks both in formal roles and in informal settings. For example, department heads, committee chairs, project leads, and program managers are all roles that require an individual to utilize leadership skills to lead their team to the successful completion of the tasks at hand. However, in many science, technology, engineering, and math (STEM) fields and their associated jobs, training and support in leadership development are often lacking. To meet this need, the Institute for Scientist and Engineer Educators (ISEE) at the University of California - Santa Cruz (UCSC) made supporting and mentoring leadership de-velopment a key component of the Professional Development Program (PDP) for graduate stu-dents and postdoctoral scholars in STEM, which ran for over 20 years. Building off of the ISEE leadership development model... https://escholarship.org/uc/item/9dq6b611 Fri, 16 Sep 2022 00:00:00 +0000 Tarjan, L. Max Raschke, Lynne Hunter, Lisa https://escholarship.org/uc/item/9cx4k9jb It seems intuitive that effective learning experiences in science, technology, engineering and mathematics (STEM) should be inclusive and should mirror authentic STEM as practiced by professionals. However, it is less intuitive what an authentic, inclusive STEM learning experience (AISLE) should look like or include. Over the course of 20 years, the Institute for Scientist & Engineer Educators (ISEE) has grappled with this question, developing and refining a framework of six key elements of authentic and inclusive STEM learning experiences. Here, we present this framework, which grew from an exploration of what “scientific inquiry” means in the context of teaching and learning, and expanded to include practices and norms that are valued in engineering fields. ISEE’s framework is the cornerstone of its Professional Development Program (PDP), which trained early-career science and engineering professionals to teach STEM effectively, primarily at the college level, from 2001-2020.... https://escholarship.org/uc/item/9cx4k9jb Fri, 16 Sep 2022 00:00:00 +0000 Metevier, Anne J. Hunter, Lisa Seagroves, Scott Kluger-Bell, Barry Quan, Tiffani K. Barnes, Austin McConnell, Nicholas Palomino, Rafael https://escholarship.org/uc/item/7p80r3cp We describe how to facilitate an organizational Diversity, Equity, Inclusion (DEI) cultural trans-formation utilizing The Transformation Trifecta (TTT) leadership model which includes three steps: learn, integrate, act. The differentiator of this model is the integration step which is often left out of DEI education yet necessary since the majority of behaviors that propagate oppression are unconscious and manifest through implicit bias or microaggressions that are subtle yet impact-ful. It is necessary to engage an approach that goes beyond the thinking mind in order to shift un-derlying beliefs through rewiring neural pathways that inform the creation of new behaviors in re-sponse to embodying new information. This exploration applies the Transformation Trifecta model to the first phase of an organizational DEI cultural shift meant to increase inclusivity and belong-ing. Additionally, the exploration will include the research-backed education tool of backward de-sign included... https://escholarship.org/uc/item/7p80r3cp Fri, 16 Sep 2022 00:00:00 +0000 Corrado, Carley LiSára, L.D.Y. Pacheco, Candice Summer, Ivy Kotadia, Shaila https://escholarship.org/uc/item/46p8j3t6 In teaching for experiential learning, we measure our success not by how well we presented the material or designed an activity but by how well our students learned. Facilitation, the moment-to-moment twists and turns of live interactions between educators and learners, is a critical tool for student learning. Over the 20 years of the Professional Development Program (PDP), we have refined our articulation of the desired learning outcomes and have developed a set of strategies and “moves” that contribute to attaining those outcomes. Here, we examine these as well as describe materials and training developed in the PDP to build the skills of novice facilitators. https://escholarship.org/uc/item/46p8j3t6 Fri, 16 Sep 2022 00:00:00 +0000 Kluger-Bell, Barry Barnes, Austin Seagroves, Scott Ball, Tamara Metevier, Anne J. McConnell, Nicholas Palomino, Rafael Hunter, Lisa https://escholarship.org/uc/item/2kz8h9s7 Research suggests that developing an identity as a person in STEM is necessary for learners from marginalized groups to persist in STEM education and careers. These learners may perceive that their race, gender, or other characteristics make it difficult for their peers and supervisors to recognize them as scientists or engineers, thus disrupting their ability to maintain successful degree progress and to pursue their STEM career aspirations. Here we discuss the specific ways we designed inquiry workshops to not only clarify difficult core STEM content, but to also promote learners’ competence, performance, and targeted recognition as scientists. Our workshops were designed for students interested in chemistry, climate science, physics, and toxicology at the University of California, Santa Cruz (UCSC), Workshops for Engineering & Science Transfers (WEST) 2019 program. In designing our workshops, we focused on promoting the scientific identities of our learners by incorporating... https://escholarship.org/uc/item/2kz8h9s7 Fri, 16 Sep 2022 00:00:00 +0000 Santiago, Nicholas A. Gee, Carolyn Howard, Shanna L. Macho, Jocelyn M. Pozo Buil, Mercedes