BETTER in STEM

We meet as instructional change teams to practice implementing equitable, student-centered instruction in our courses, reflect on our efforts to improve our teaching, and commit to making changes

Instructional Change Teams (ICTs) are comprised of 3-5 faculty members from departments or colleges within their institution. ICTs meet biweekly/monthly to learn about framework indicators, brainstorm and reflect on their implementation of the indicators, and support each other through this process. 

Reflections

At the end of each meeting, the project provides reflection prompts to guide the ICT members and follow their progress. We ask:

1. From your last ICT meeting to this one, what did you learn from your efforts to develop your knowledge and/or make your instruction and classroom environment more equitable and student-centered (i.e., your key take-aways)? 

2. What would you like to learn more about and/or try in your classroom to better support your students? 

3. To move your work forward, what support (if any) would you like from the BETTER in STEM project?

Data-driven planning

During and after workshops, three times during the year, faculty receive the survey results to use to plan future teaching. Results include faculty and students' responses to open-ended questions about common practices and practices that benefited learning and belonging; and ratings around the extent to which faculty used and students experienced indicators in the BETTER in STEM Equitable, Student-centered Instructional Framework. Below we provide examples of instructor reports and protocols used to guide reflection and future planning.

Example Individual Protocols to Analyze Data and Make a Plan

Example Implementation Plan