Discipline: Chemistry & Chemical Sciences
Subcategory: STEM Science and Mathematics Education
Lee Limbird - Fisk University
Co-Author(s): Sajid Hussain, Brian Nelms, Princilla Evans Morris, Patricia Campbell, Campbell-Kibler Tam'ra Ray Francis, University of Washington
Fisk University, based on outcomes of our Phase I Implementation Award and faculty-initiated curricular and pedagogical innovations, has strategically designated achieving confidence and competence in QCLS: Quantitative and Computational Life Sciences (broadly defined) as the focus of our Phase II Implementation Project. This selection is based both on expectations for competencies in computational thinking and skills application for college graduates in the 21st Century as well as National Initiatives for enhancing Undergraduate Education in the Biological Sciences (e.g. Vision and Change 2010 and 2015 follow-up) to reflect the large data interrogation that is now part of life sciences discovery. Three Interdependent Strategies are underway: 1) Faculty Development will be achieved via a Community of Practice where Fisk faculty learn reciprocally from one another, with life sciences faculty learning quantitative/modeling and computational skills from Fisk Colleagues, and – reciprocally- faculty in mathematics and computer science are schooled in contemporary problems in Life Sciences to incorporate into math and CS courses. Patricia Campbell, PhD., is PI for the aligned research project, will test the hypothesis that a modified, reciprocally based interdisciplinary Community of Practice will serve to increase application of computational/quantitative projects and assignments within life science courses, and contemporary life science problems into math and CS courses, as well as to increase interdisciplinary research productivity at Fisk University. 2) Student confidence and competence in QCLS will include the launch of a new Technology Literacy course, including introduction to programming in Python, to be taken in one of students’ first two semesters at Fisk University. Faculty will then incrementally incorporate QCLS problems, projects, and course-associated research in subsequent targeted courses within all STEM majors. Students also will participate in interdisciplinary research during the academic year and summers related to QCLS. 3) Student academic performance and persistence in STEM will be enhanced by inclusion of Supplementary Instruction in the new Technology Literacy course, while continuing this pedagogical academic support system in other STEM gatekeeper courses. Progress to date and Program Detail will be shared as part of this Abstract Poster Presentation.
Funder Acknowledgement(s): NSF HRD HBCU-UP Implementation Award
Faculty Advisor: None Listed,