University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)
I.
1
STEM Initiative Program Overview
Throughout this report, the University of West Georgia BOR STEM Initiative will be referred to as UWise
(University of West Georgia Institutional STEM Excellence).
A. Program Implementation and Operation – This section covers the operation of your institution’s
STEM Initiative Program:
1. Identify and explain the key programs and projects (i.e. mini-grant program, FOCUS-derived project,
etc.) that comprise the STEM Initiative at your institution. (You will be asked more detailed questions
about these later.
UWISE - KEY PROGRAMS AND PROJECTS:
Summer Bridge Program. The UWise Summer Bridge Program is designed to support about 100
incoming freshman who intend to major in a STEM field. During the residential two-week program
conducted in early August, 2011, students attended two 3-hour class sessions each day, one in
mathematics and one in a science area (i.e., biology, chemistry, computer science, geosciences, and
physics). Additionally they attended supervised study halls and lectures by guest speakers. UWise
provided all expenses associated with housing and meals; further, the project paid students a stipend
for their work in providing evaluation data to help answer questions about the effectiveness of the
program.
XIDS 2002 What do you know about STEM Professions and Teaching? XIDS 2002 is a team-taught,
interdisciplinary course that was delivered in the Fall 2011 semester. The course was specifically
designed for UWise students, recognizing that entering college freshmen would benefit from exposure
to the wide array of career opportunities available in the STEM professions, and the knowledge and
skills required of successful STEM professionals. Students participated in inquiry-based activities during
the semester to appreciate the inter-dependence and relevance of science and mathematics in solving
real-world problems.
Faculty Mini-grants. UWise awarded 10 mini-grants to COSM faculty and 1 to COE faculty in 2011-2012.
The focus of the mini-grants is to explore innovative strategies to improve STEM instruction and
enhance the success of students taking introductory STEM courses and courses in STEM teacher
preparation. Faculty explored creative strategies, to include the integration of technology as an
instructional tool, to engage students and foster learning.
Peer-Mentoring. All UWise students were invited to participate in the Peer-Mentoring Program in Spring
2012. Peer-mentors were selected from a pool of UWG upper classmen science or math majors who have
excelled academically and are knowledgeable about existing campus resources. Peer mentors helped
support the UWise freshmen and helped to resolve academic questions and problems that are so
common to the first year college student. The peer mentors were likened to cheerleaders, in that they
encouraged UWise students’ persistence and success by being a friendly face, lending a listening ear,
and serving as resource personnel. The mentees (UWise students) were expected to communicate with
their peer mentors as often as needed during the semester, either individually or in groups. All peer
mentors maintained three scheduled office hours per week. Both mentors and mentees participated in
a monthly UWise activity (two hours), such as the Meet and Greet Social.
2
University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)
Undergraduate Research. The goal of the Undergraduate Research Program is to introduce
undergraduate students to research. This program was primarily open to the 2011-2012 cohort of
UWise students, however, non-UWise STEM freshman were also considered. The program is designed to
pair an upperclassman who is currently involved in research with a UWise freshman to give them
another lens through which to view and understand one aspect of the STEM professions (i.e., laboratory
research).
Service Learning. Students who were enrolled in XIDS 2002 in Fall 2011 were invited to participate in
service learning via observations of classroom teaching at the university level. Classroom observations in
Fall 2011 functioned as an introduction to teaching in the STEM fields. UWise students were then
invited to explore K-12 teaching as a career by enrolling in the UTeach Step One course first offered in
Spring 2012. Nineteen UWise students took the Step One course, where they actually taught three
carefully designed and practiced lessons to elementary students in local K-12 schools during the Spring
semester.
Faculty Development. UWise provided a workshop for UWise faculty who were mini-grant recipients.
Participants in the day and a half workshop received personal instruction to build their capacity to
develop meaningful questions, shape an implementation plan, identify data collection strategies and
tools, and plan the data analysis associated with their Year 1 mini-grants, as well as initial preparation
for Year 2 mini-grants. The workshop leader, Dr. Craig Mertler, is the author of 13 books, four invited
book chapters, and 16 refereed articles in educational research, evaluation, measurement and testing,
and assessment. He holds a Ph.D. in Educational Measurement and Evaluation, an M.A. in Educational
Research and Evaluation, and is a certified high school biology and earth sciences teacher. Dr. Mertler
worked as an evaluator for a federally-funded educational improvement laboratory before entering
higher education, where he held tenured positions at Bowling Green (OH) State University and the
University of West Georgia before assuming his current role as Dean of the Ross College of Education at
Lynn University in Boca Raton, Florida. Dr. Mertler teaches courses in quantitative research methods,
introductory statistical analysis, multivariate statistical analysis, educational assessment methods, and
action research as a vehicle for promoting data-driven continuous improvement. He also consults with
educational institutions and conducts workshops on classroom assessment and action research. UWise
plans to continue our association with Dr. Mertler in Year 2.
2. Identify key personnel associated with your institution’s STEM Initiative program and briefly
describe each person’s role. Be certain to include all personnel whose salaries have been paid, either
fully or partially, by STEM Initiative funds. Include any faculty or staff receiving course release time or
some comparable form of compensation to participate.
The individuals listed in Table 1 did not receive STEM Initiative funding.
Table 1 – UWise Participants with no STEM Initiative Funding
Name
Gantner Myrna, Associate Vice
President for Academic Affairs,
Associate Professor of Educational
Leadership
Affiliation
InKind
Office of the Provost and Vice
President for Academic Affairs
X
UWG
Match
3
University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)
Mruthinti S. Swamy, Associate Dean,
Professor of Biology
Hendricks Cher, External Evaluator
Garmon Lucille, Professor Emeritus of
Chemistry
Talbot Julie, Associate Professor of
Physics
Sonya Adams, Budget Analyst
College of Science and
Mathematics
Subcontracted by the COE
Evaluation Center
College of Science and
Mathematics
College of Science and
Mathematics
College of Science and
Mathematics
X
X
X
X
X
Tables 2 – 10 indicate program personnel paid with STEM Initiative funds. An X in a column indicates
participation in that activity. Acronyms used include COSM, the College of Science and Mathematics,
and COE, the College of Education.
Table 2: Biology Personnel Paid through Stem Initiative Funds
DepartProgram Summer XIDS
Name
ment and
2002
planning Bridge
College
Biology,
Ballentine Barbara
x
COSM
Biology,
Banford Heidi
x
x
COSM
Biology,
Hullender Melissa
COSM
Biology,
Pencoe Nancy
x
x
x
COSM
Minigrants
Peer
Mentoring
Service
DissemiLearning nation
Peer
mentoring
Service
DissemiLearning nation
x
x
Table 3: Chemistry Personnel Paid through Stem Initiative Funds
DepartProgram Summer XIDS Mini
Name
ment and
Planning Bridge
2002 grants
College
Basu-Dutt
Chemistry,
x
x
x
Sharmistha
COSM
Chemistry,
Boatright David
x
COSM
Chemistry,
Gaquere Ann
x
x
x
x
COSM
Chemistry,
Geisler Vicki
x
x
x
COSM
Khan Farooq –
Chemistry,
x
x
x
Program Coord.
COSM
Chemistry,
Stuart Doug
x
COSM
x
x
4
University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)
Table 4: Computer Science Personnel Paid through Stem Initiative Funds
Peer
Department Program Summer XIDS
MiniName
Menand College Planning Bridge
2002
Grants
toring
Computer
Orsega
Science,
x
x
Michael
COSM
Computer
Remshagen
Science,
x
Anja
COSM
Computer
Rolka Chris
Science,
x
COSM
Computer
Yoder
Science,
x
Duane
COSM
Table 5: English Personnel Paid through Stem Initiative Funds
DepartMiniProgram Summer XIDS
Name
ment and
Grant
Planning Bridge
2002
College
s
Harrison
English,
x
Rebecca
COAH
Peer
Mentoring
Table 6: Geoscience Personnel Paid through Stem Initiative Funds
DepartPeer
Program Summer XIDS
MiniName
ment and
MenPlanning Bridge
2002
Grants
College
toring
Berg
Geoscience
x
Christopher COSM
Geoscience
Deline Brad
x
x
x
COSM
Tefend
Geoscience
x
x
x
Karen
COSM
Table 7: Math Education Personnel Paid through Stem Initiative Funds
Area of
Peer
Program Summer XIDS
MiniName
Expertise
MenPlanning Bridge
2002
Grants
and College
toring
Math
Thasher
Education,
x
x
Thomas
COE
Math
Yazdani
Education,
x
x
x
Mohammad
COSM
Service
Dissemination
Learning
x
x
Service
Learnin
g
Dissemination
Service
Dissemination
Learning
Service
Dissemination
Learning
x
University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)
5
Table 8: Mathematics Personnel Paid through Stem Initiative Funds
Name
Depart-ment
and College
Program Summer XIDS
Planning Bridge
2002
Mathematics,
COSM
Chatterjee
Mathematics,
Ayona
COSM
Mathematics,
Leach David
COSM
Mathematics,
Shin Kwong
COSM
Mathematics,
Sykes Scott
COSM
Mathematics,
Xu Rui
COSM
Mathematics,
Wei Fengrong
COSM
Mathematics,
Nguyen Minh
COSM
Bellon Jim
Peer
MiniService
MenDissemination
Grants
Learning
toring
x
x
x
x
x
x
x
x
x
x
Table 9: Physics Personnel Paid through Stem Initiative Funds
Name
Desilva Ajith
Hasbun
Javier
Talbot, Julie
Department
and College
Physics,
COSM
Physics,
COSM
Physics,
COSM
Program Summer XIDS
Planning Bridge
2002
x
x
x
x
x
x
Peer
MiniMenGrants
toring
Service
Dissemination
Learning
x
x
Table 10: Science Education Personnel Paid through Stem Initiative Funds
Area of
Peer
Program Summer XIDS
MiniName
Expertise
MenPlanning Bridge
2002
Grants
and College
toring
Science
Cox Judy
Education,
x
COE
Science
Marshall
Education,
x
x
x
Gail
COE
Service
Dissemination
Learning
x
x
Students listed in Tables 11 - 17 received STEM Initiative funding for services as Student Assistants for
the Summer Bridge Program, XIDS 2002 course, Peer-Mentors, participation in mini-grants (e.g., video
production), web-site development, and/or Peer Mentors with UWise Undergraduate Research.
6
University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)
Table 11: Student Assistants, Home Department Biology
Student
Assistants
Home
Department
Wilson, Darryel
Hargrove,
Brittany
Jackson, Caston
Harper, Lindsey
Pace, Wesley
Ufomadah,
Ashley
Okoro, Michael
**
Lankford,
Kathryn
Biology
x
Biology
x
Biology
Biology
Biology
Summer Mini
Bridge Grant
x
x
Biology
Peer
Dissemination
Mentoring
Undergraduate
Student
Research
x
x
x
x
Biology
X
Biology
X
Table 12: Student Assistants, Home Department Chemistry
Student
Assistants
Vinyard,
Andrew
Oglesbee,
Shastina
Norton, Abigail
Hussein, Bilal
Roberts, Annika
Rodrigues,
Christian
Mayfield, Selena
Okrah,
Christiana
Okponyia,
Ifeoma
Home
Department
Summer Mini
Bridge Grant
Chemistry
x
Chemistry
x
Chemistry
Chemistry
Chemistry
Peer
Dissemination
Mentoring
Undergraduate
Student
Research
x
x
x
X
Chemistry
X
Chemistry
X
Chemistry
X
Chemistry
x
Table 13: Student Assistants, Home Department Computer Science
Student
Assistants
Home
Department
Shrewsbury,
Brandon
Edwards,
Jonathan
Computer
Science
Computer
Science
Computer
Science
Hood, Rebecca
Summer Mini
Bridge Grant
Peer
Dissemination
Mentoring
X
X
x
Undergraduate
Student
Research
University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)
Carlson, Toni
Siver, David
Computer
Science
Computer
Science
x
x
Table 14: Student Assistants, Home Department Geosciences
Student
Assistants
White,
Ashley
Lunsford,
Joel
Home
Department
Summer
Bridge
Geosciences
x
Geosciences
x
Mini
Grant
Peer
Dissemination
Mentoring
Undergraduate
Student
Research
x
Table 15: Student Assistants, Home Department Mathematics
Student
Assistants
Home
Department
Cook, Amanda
Littlejohn, Jillian
Gromoll, Tessa
Wright, Randal
Collins, Amanda
Math
Math
Math
Math
Math
Summer Mini
Bridge Grant
Peer
Dissemination
Mentoring
x
x
x
x
x
Undergraduate
Student
Research
x
Table 16: Student Assistants, Home Departments Mathematics/Physics
Student
Assistants
Home
Department
Summer
Bridge
Mini
Grant
Machado,
Susie
Math/Physics
x
x
Peer
Dissemination
Mentoring
Undergraduate
Student
Research
x
Table 17: Student Assistants, Home Departments Physics
Student
Assistants
Table
White, Amanda
Winslow, Ben
Hill, Raymond
Hubbard, Brian
Carter, Devin
Mosel, Anthony
Physics
Physics
Physics
Physics
Physics
Physics
Summer
Bridge
Mini
Grant
x
x
x
x
x
x
Peer
Dissemination
Mentoring
Undergraduate
Student
Research
7
University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)
8
3. Identify partnering departments, offices, or centers participating in the STEM Initiative at your
institution. Briefly discuss their relationship with the STEM Initiative and note any relevant
contributions.
UWise operates as a collaborative initiative between the College of Science and Mathematics and
College of Education, with oversight from the Office of the Provost and Vice President for Academic
Affairs. Faculty from all six departments within the College of Science and Mathematics participated in
one project component or more. College of Education participation came from the two science
educators and one math educator. Further, Dr. Cher Hendricks, was subcontracted by the College of
Education Evaluation Center to assume the role of external evaluator mid-year after the sudden death
of Dr. Roy Forbes.
The University of West Georgia benefits in numerous ways from the strong working relationship
between Academic Affairs and Student Affairs. This collaborative relationship was again evident in the
successful planning and implementation of the two-week 2011 Summer Bridge Program. The Office of
First Year Experiences facilitated the academic advising. Residence Life handled logistical arrangements
for the dormitories and provided Residence Assistants (RAs) who supervised the UWise students after
hours. Auxiliary Services (Division of Business and Finance), through Food Services, ensured smooth
coordination with all meals. Although these partnerships did not contribute directly to the academic
mission, the Summer Bridge Program would not have been successful without the support of these
units.
The UWise and UTeach connection is one of the most significant partnerships that shape and influence
the STEM work. We worked on both the BOR STEM Initiative II RFP and UTeach RFP concurrently,
although the BOR STEM proposal was due approximately two months earlier than the UTeach proposal.
However, the goals of both projects mutually influenced one another as we wrote to both RFPs. For
example, goals 1 and 3 of the BOR STEM Initiative address links with PK-12 education. Goal 1 focuses on
attracting the PK-12 student to STEM learning and recruiting the newly graduated high school student to
a STEM major. Goal 3 addresses the critical shortage of secondary science and mathematics teachers in
Georgia PK-12 schools. UTeach goals focus on attracting college students to PK-12 science and
mathematics teaching and subsequently providing a teacher preparation program, which differs from
the typical delivery model for teacher education. Although we had no guarantee that we would be
awarded the UTeach project, we deliberately shaped UWise’s Service Learning component to leverage
the UTeach service learning subsumed under the Step One and Step Two educator exploration courses.
This worked very well, as one-third of the Spring 2012 UTeach Step One students were recruited from
the UWise Fall 2011 XIDS 2002 class. The UWise students who chose to explore teaching through the
UTeach Step One course made that choice after exposure to PK-12 science and math teaching through
the service learning component of the XIDS 2002 class.
B. Program Successes – This section covers the key accomplishments of your institution’s STEM
Initiative program during FY2012:
1. Explain how your program has made progress toward Goal 1, improving the readiness of P-12
students for STEM in college. (You may wish to draw upon service learning programs, among other
efforts. You also may wish to describe bridge programs or similar efforts directed at incoming
freshmen.)
STEM Initiative Goal 1: Promote K-12 student preparation and interest in majoring in STEM in college.
University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)
9
SUMMER BRIDGE PROGRAM
Summer Bridge Program Description
Incoming freshmen face many challenges as they make the transition from high school to college,
particularly when they leave home to attend college. Further, freshmen who attend the University of
West Georgia typically are not prepared for the rigors of academics in the STEM disciplines. Neither
have they developed the habits of mind that will help them persevere when faced with adversity in their
chosen STEM majors. The Summer Bridge was designed specifically for these reasons. We recruited
students by targeting incoming freshmen during admission and Freshman Orientation, inviting them to
apply for the UWise Summer Bridge Program. Recruitment materials explained that the program was
designed to give them a head start toward a degree in the STEM fields. Program activities introduced
students to campus resources and taught them critical skills that are needed for college success.
UWise Summer Bridge - Student Demographics





101 students were invited to attend the two-week program and 98 attended
57% of attendees were female and 43% were male
60% were African-American, 28% were Caucasian, 8% were mixed race, and 3% were Hispanic
Average high school GPA was 3.06
Average total SAT was 1454, with subtest averages of 493 in critical reasoning, 494 in math, and
461 in writing
Student Suggestions to Improve the Summer Bridge Program



Student responses to post-Summer Bridge surveys indicated that they wanted more instruction
in biology. They also asked for instruction with topics linked and sequenced, such as what would
normally be delivered in a regular course rather than through a workshop.
Students remarked about the helpfulness of the Summer Bridge Student Assistants and the
support and assistance received from faculty.
Whereas some students found the two-week program to be too intense, others thought it
simulated college life quite well. Students suggested that the program’s duration be lengthened
beyond two weeks for future groups of students.
PROGRESS TOWARD STEM GOAL 1
These data are taken from the UWise External Evaluation included in the Attachment. For more details,
please view the external evaluation report in the Attachment.
1. Over one-third of the Summer Bridge students (34%) said that their interest in being a STEM
major had increased during the Summer Bridge Program. Although they found the work difficult,
that difficulty challenged and intrigued them. Another 11% said that their interest in a STEM
major had decreased. Some indicated that the difficulty of the work made them lose interest,
whereas others realized that a STEM major was not what they thought it would be.
2. When comparing admissions statistics between Bridge and non-Bridge students, Bridge students
had slightly lower SAT scores in critical reasoning, math, and in writing. Bridge students’ high
school GPA (3.06) was also lower than their non-Bridge counterparts’ GPA (3.14). Bridge
University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)
10
students’ Fall 2011 GPA (2.33) was a bit lower than non-Bridge students’ GPA (2.47). These data
are not unexpected, as we deliberately targeted students who were mid-range in their admission
criteria.
3. When comparing grades for freshman year courses, Bridge students outperformed non-Bridge
students in MATH 1634 (Calculus I), CHEM 1212, BIOL 1107, BIOL 1108, and BIOL 2107. NonBridge students outperformed Bridge students in ENGL 1101, MATH 1111 (College Algebra),
MATH 1113 (Pre-Calculus), PHYS 1111, and XIDS 2002; however, in MATH 1111 (College
Algebra), Bridge and non-Bridge students had the same percentage of students who earned a
grade of D, F, or W (withdrew), and in PHYS 1111, the percentage of Bridge students with a
D/F/W grades was actually lower than that of non-Bridge peers, even though GPAs were higher
for non-Bridge students in these courses. These DFW results for MATH 1111 and PHYS 1111
suggest that the UWise program is achieving its goal to help students persevere when they
struggle to learn course content.
4. During the Spring 2012 term, 15 Bridge students (13.9%) and 69 non-Bridge STEM majors
(11.8%) changed their majors. Seven Bridge students (6.5%) changed from a STEM major to a
non-STEM major, and 43 non-Bridge STEM majors (7.4%) changed to a non-STEM major. For
both Bridge and non-Bridge students, the most frequent switch was to business or nursing. For
Bridge students who changed to a non-STEM major, 57.1% changed to a business field and
28.6% changed to nursing. Among non-Bridge students, 37.2% changed to business, 23.2%
changed to nursing, and 25.6% became undeclared majors.
2. Explain how your program has made progress toward Goal 2, improving student success and
completion rates, by discussing how your program, a) increased STEM majors, b) supported student
retention and progression in STEM, and c) increased STEM degree completion.
STEM Goal 2: Increase the success of STEM majors in college.
XIDS 2002 WHAT DO YOU KNOW ABOUT STEM PROFESSIONS AND TEACHING?
XIDS 2002 Course Description
XIDS 2002 Career exploration and Advising: XIDS 2002 What do you know about STEM Professions and
Teaching is a team-taught, interdisciplinary course that provides students with both an increased
knowledge of career opportunities as well as the skills that are so necessary to succeed as STEM
professionals. Students participated in inquiry-based activities during the semester to appreciate the
inter-dependence and relevance of science and math in solving real world problems.
PEER MENTORING
All UWise students were invited to participate in the Peer-Mentoring Program in Spring 2012. Peermentors were UWG upper classmen majoring in science or math with track records of academic
excellence and who are knowledgeable about existing campus resources. Peer mentors supported
UWise students, most particularly by helping them resolve academic questions and problems that first
year college students typically face. They likened themselves as cheerleaders, encouraging UWise
students through providing a friendly face, lending a listening ear, and serving as a resource. The
mentees (UWise students) were expected to communicate with their mentors as often as needed during
the semester, either individually or in groups. All mentors maintained three scheduled office hours per
11
University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)
week. Both mentors and mentees participated in monthly UWise activities (two hours per month), such
as the Meet and Greet Social.
PROGRESS TOWARD STEM GOAL 2
These data are taken from the UWise External Evaluation included in the Attachment. For more details,
please view the external evaluation report in the Attachment.
1. Career Awareness/Knowledge Survey. Seventy-six Summer Bridge students who enrolled in the
XIDS 2002 course completed the Career Awareness survey, including 45 females (59%) and 30
males (39%). Students were mostly African-American (47%) and Caucasian (30%). There were
also 5% Hispanic, 12% multi-racial, and 4% other race students. All but one student knew that
STEM referred to science, technology, engineering, and mathematics. They were most familiar
with careers in technology fields and least familiar with careers in engineering and physics.
2. Career Awareness/Knowledge Survey. When asked on the pre-survey what career they planned
to pursue, 44% chose a field in a medical-related field (e.g., physician, surgeon, nurse, physical
therapist, dentist) and 14% listed pharmacy. Approximately 17% of students listed a STEM
career in areas such as chemical engineer, biochemist, software engineer, or mathematician. A
large percentage of students (66%) reported they had not considered a career in teaching, and
about 26% said they would consider or definitely consider teaching
3. Conferral of Degrees. Degrees conferred at UWG in Spring 2012 are provided in Table 18 and
include numbers and percentages of degrees conferred in each STEM area, with comparisons by
gender. As indicated, females outnumbered males in biology, chemistry (BA only), and in STEM
education degrees.
Please note that it is too early to consider the impact of UWise on these degree conferral data,
although the data help provide the baseline from which to examine future trends.
Table 18. University of West Georgia STEM Degrees Conferred FY2012
Degree
Major
Total
BA
Chemistry
Chemistry
BSCH
Chemistry/Dual Degree Engineer
Biology
Computer Science
BS
Environmental Studies
Environmental Science
Geology
Mathematics
7
3.6%
9
4.6%
3
1.5%
106
53.8%
16
8.1%
4
2.0%
4
2.0%
11
5.6%
5
Females
Males
5
71.4%
2
22.2%
2
66.7%
72
67.9%
3
18.8%
1
25%
1
25%
5
45.4%
1
2
28.6%
7
87.8%
1
33.3%
34
32.1%
13
81.2%
3
75%
3
75%
6
54.6%
4
12
University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)
Physics
Biology/Secondary Education
BS
Earth Science/Secondary Education
Mathematics/Secondary Education
BSED
Middle Grades Education - Math/Science
Total
2.5%
4
2.0%
6
3.0%
3
1.5%
9
4.6%
10
5.1%
197
20%
0
6
100%
2
66.7%
3
33.3%
5
50%
108
80%
4
100%
0
1
33.3%
6
67.7%
5
50%
89
3. Explain how your program has made progress toward Goal 3, improving the pre-service P-12 STEM
teacher preparation and production.
STEM GOAL 3: Advance the production of science and mathematics teachers for the schools.
SERVICE LEARNING
Students enrolled in XIDS 2002 in Fall 2011 were first exposed to service learning via observing
classroom teaching at the university level, a course objective from XIDS 2002 that was referred to as
“STEM Communication.” Those interested in pursuing teaching were then encouraged to enroll into the
UTeach Step One course. Nineteen students from XIDS 2002 took advantage of this opportunity and
enrolled in UTeach Step One in Spring 2012. While in Step One, they practiced three prepared lessons
before teaching them to elementary students in local K-12 schools.
UTEACH Step One Course Description and Student Participation
UWise students are recruited for the UTeach Step One course, a one credit hour course that allows
them a safe place to “try out” teaching. Step One students are placed almost immediately in 4th and 5th
grade classrooms, where they teach science or math lessons. UTeach Step One students teach with a
student partner and are guided by UTeach faculty, as well as a mentor teacher, in the host classroom.
Nineteen UWise students enrolled in UTeach Step One for Spring 2012. Students who successfully
complete the Step One course receive a tuition refund and then are recruited to go one step further and
enroll in the Step Two course. The numbers of UWise students who completed Step One and will enroll in
Step Two in Fall 2012 will be confirmed after classes begin August 20, 2012. Students who complete
Step Two successfully also receive a tuition refund. Those who have gone through the Step One and Two
sequence are well positioned to know if K-12 teaching in science and/or mathematics is a viable career
option for them.
University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)
13
4. Discuss other key successes of your institution’s STEM Initiative program.
COLLABORATION ACROSS DEPARTMENTS AND COLLEGES
As evidenced by the list of participants, the UWise program fostered an enduring collaboration between
faculty members from all six departments within the College of Science and Mathematics. This joint
effort was evident both in the implementation of UWise in 2011-2012, as well as the planning for 20122013. Faculty members from the College of Education were an integral part of the UWise team, as well,
particularly in implementing the “STEM Communication” component of the XIDS 2002 course in Fall
2011.
As a part of planning for UWise Year 2 (2012-2013), the UWise collaboration expanded with a faculty
member from the Department of English (housed in the College of Arts and Humanities), given that
students’ success in ENGL 1101 and 1102 (the year-long sequence in English composition referred to by
Complete College Georgia as “gateway courses”) is a key component of progression from the freshman
to the sophomore year. A three credit-hour course was specially designed for 2012-2013, integrating
writing and sustainability (STEM), the theme for the 2012 Summer Bridge Program.
In summary, UWise, now in its second year, represents a strong partnership among three colleges: the
College of Science and Mathematics, the College of Education, and the College of Arts and Humanities.
FACULTY MINI-GRANTS
UWise offers a Mini-Grant program to COSM and COE faculty for developing innovative approaches to
STEM education and teacher preparation. The grants support projects that are designed to improve
instruction and enhance the academic success of students taking introductory STEM courses that are
traditionally challenging, through a variety of creative strategies that engage students and foster
learning.
Two faculty mini-grants stand out, based on their potential for expansion and potential
institutionalization. One physics mini-grant focused on tutorials in an introductory physics course, which
is regarded as very challenging by students across STEM disciplines. Students who participated in the
optional tutorials showed greater success in the course (17% DWF rate for participants, N=12; 81.9% DFW
for non-participants, N=32) than did those who opted out of the tutorials. This mirrors student success in
long-standing chemistry workshops that focus on problem-solving sessions. A likely outcome
of the physics mini-grant is that tutorials in physics will be expanded in the future. The Interim Dean of
the College (the former Program Coordinator of the STEM Initiative) is exploring the possibility with the
Chair of Physics that resources can be allocated to expand the offerings of tutorials, in order to
eventually institutionalize the tutorials as a required component in introductory physics courses.
A mini-grant in Computer Science used an engaging approach, robotics, as a teaching tool in an
introductory course on programming. The grant demonstrated an improvement in students’
performance, most particularly for female students, who traditionally constitute a small minority among
Computer Science majors. The two faculty members who designed and carried out this mini-grant
together are creating a web site, disseminating both their results and their methods, which can serve as a
model for those interesting in responding to the RFP for future mini-grant competitions.
University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)
14
UWISE – UTEACH FACULTY COLLABORATION
In June, 2011, the University of West Georgia learned that we had been awarded one of three UTeach
grants in Georgia. UTeach West Georgia is an innovative and highly successful teacher preparation
program for students majoring in science and mathematics, replicated after the model University of
Texas-Austin program. Faculty who will teach the UTeach science and mathematics courses will be
drawn from a number of the UWise College of Science and Mathematics faculty.
UTeach was specifically created to attract the widest range of bright science and mathematics majors into
secondary teaching careers, to prepare them with an advanced field-intensive curriculum, and to
promote field retention through induction support and ongoing professional development. Through the
UTeach program, university students in any major are invited to “try out” teaching through the Step One
and possibly Step Two UTeach courses. This recruitment strategy has been successful at the national
level in attracting students to STEM teaching in K-12 schools. We have every reason to believe that it will
demonstrate the same kind of success at the University of West Georgia. UTeach was implemented at
UWG with its first Step One course in Spring 2012.
C. Program Challenges – This section covers challenges that continue to face your institution’s STEM
Initiative program:
1. What challenges has your program encountered in increasing the number of STEM majors?
The challenges UWG faces with attempts to increase the number of STEM majors are no different from
those faced by many institutions. First, our incoming freshmen, for the most part, are underprepared in
science and mathematics. UWG STEM programs require students to take the introductory chemistry
sequence before enrolling in the introductory biology courses. Further, they must be co-enrolled in
MATH 1113 (Pre-calculus) and CHEM 1211K. Thus, students who are not ready to enroll in Pre-Calculus
in the first term of their freshman year are delayed in the science sequences. When they fall behind,
they frequently give up their dreams to earn a STEM degree, changing their majors to fields where their
under-preparation in mathematics will not hinder their progress to graduation. Second, our incoming
freshmen, for the most part, have unrealistic expectations about the rigor of college coursework and the
effort they must exert to succeed in the STEM disciplines. Students tend to change majors quickly after
early experiences with poor grades on exams in the STEM courses.
2. What challenges has your program encountered in increasing STEM degree production?
The same challenges that affect the number of STEM majors will likely also influence STEM degree
production, although UWG just completed UWise Year 1. Additionally:
 In some disciplines such as Physics, faculty recognize that interventions such as tutorials and
supplemental instruction (SI) would be helpful. However, insufficient faculty resources prevent
widespread implementation of such initiatives. In the Department of Chemistry and to a limited
extent in Biology, such initiatives are an integral part of the curriculum, functioning as
workshops. Chemistry started its tutorials in 2001 and found ways to institutionalize it over
time. Based on Chemistry’s success, Biology adopted the model in 2008. However, spreading the
model to other departments has been slow because of the resource challenge, although it is
generally recognized as a positive approach to enhancing student learning.
 The Physics Department needs lab equipment to support inquiry learning in their discipline.
University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)

15
DFW rates in the Math gateway courses suggest the need to examine instruction and student
performance to determine how student learning outcomes can be improved, because Math
gateway courses are critically important as foundational building blocks for the STEM disciplines.
Possible changes may include restructuring content, restructuring instructional delivery, and
rewarding faculty for effort devoted to improving teaching and learning. These strategies should
improve student persistence in STEM majors, to include STEM K-12 teaching, with the ultimate
goal of increasing the number of STEM degrees.
3. Are there any program-specific (i.e. mini-grants, service learning opportunities) challenges that your
program has encountered?
FACULTY MINI-GRANTS
In UWise Year 1, all applicants who applied received funding for mini-grants. However, presentations at
the end of the year revealed uneven performance, specifically in the area of the research design (to
include methodologies for data collection) and data analysis to gauge the effectiveness of the
instructional intervention. Social science research methodologies used to investigate changes in
teaching and student learning are quite different from the types of research conducted within STEM
disciplines; thus, in hindsight, it was unrealistic to expect that STEM faculty (mini-grant recipients) would
be prepared to frame their projects within the social science research paradigm. Certainly a viable and
vibrant Center for Teaching and Learning would be a valuable asset in the future, although it does not
exist now. In the meantime, UWise will provide support for faculty mini-grant recipients through a
different venue.
In 2012-2013, recipients of mini-grants will be required to participate in a series of faculty development
workshops during the Fall 2012 semester, which will be led by an externally hired consultant. The
workshops will focus on the research design, identification of data collection methodologies and tools,
and plans for data analysis. Year 2 mini-grant recipients will then be prepared to implement their minigrant interventions in Spring, 2013, and analyze their data in Summer, 2013. We expect that intervening
through this faculty development approach will enhance the quality and results of the Year 2 mini- grants.
SUMMER BRIDGE PROGRAM
The time frame between notification of the Year 1 STEM award and implementation of the Summer
Bridge Program was very short (i.e., notification in March, 2011, and implementation in Summer, 2011).
Because the UWise faculty wanted to extend the opportunity to the largest number of students, UWise
accepted all the applicants who applied without regard to their SAT scores. In addition, the Year 1
Summer Bridge did not require students to contribute financially to participate in the program, nor did
students receive grades, since the program was delivered through a workshop format rather than actual
classes. In hindsight, the UWise faculty believe that these factors combined to produce a scenario in
which students who were extremely underprepared were accepted, and further, they were not
motivated to exert the amount of effort so necessary for STEM success. We also learned from our most
serious students that they would have fared better with a full month of instruction, rather than the twoweeks provided in the Year 1 Summer Bridge. We addressed these lessons learned when we designed the
Year 2 Summer Bridge Program.
University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)
16
4. Are there any other challenges that your program has encountered that you have not described (i.e.
departmental buy-in, personnel issues).
Once again, UWG is not much different from other institutions with regard to organizational cultures
within higher education.
 Certainly, some Department Chairs recognize the need for interventions that UWise addresses
more so than do other Chairs. Even among those who recognize the need, some are more
enthusiastic than others, although all College of Science and Mathematics Department Chairs
permitted faculty to participate.
 Tenure and promotion expectations are interpreted differently by different departments,
although UWG’s faculty voted today – August 15, 2012 – at our General Faculty Meeting to
approve the new Tenure and Promotion Guidelines that were developed by faculty through the
leadership of the Faculty Senate over the past two years. The new guidelines include evidentiary
criteria for Teaching that reward faculty efforts to improve teaching and learning. As it was our
new Provost, Dr. Michael Horvath, who championed the inclusion of these additional
evidentiary criteria, it is certain that their inclusion in P&T dossiers will be viewed favorably at
the level of the Provost during the P&T review. We anticipate that these changes will help
support our junior faculty who are typically the most enthusiastic supporters of improved
pedagogies.
D. Did you implement the STEM Initiative program at your institution as described in your project
proposal for FY2012? Please describe any notable changes from the proposal that you made
(additional project components, project deletions).
MODIFICATIONS


Web 2.0 technologies were implemented on a limited basis, with some mini-grant recipients
developing video podcasts to deliver pre-laboratory instruction in biology and chemistry
courses. The biology podcasts were implemented in 2011-2012, whereas the chemistry videos
will be implemented in 2012-2013.
We developed our “STEM Center” as a collaborative venture, rather than a physical center. The
collaborations between faculty members drawn from two colleges, the College of Science and
Mathematics and the College of Education, have provided a structure that serves as a de facto
STEM Center. Support is provided by the PI of the initiative, who is also the Associate Vice
President for Academic Affairs.
ADDITIONS

We added Undergraduate Research to the UWise project. Participation in undergraduate
research has long been a component of instruction in the sciences at UWG. It provides valuable
training within a discipline that complements concurrent coursework, and also helps students in
their early years form bonds with faculty mentors and older students, which translate into
increased persistence, higher retention, and improved graduation rates. Thus, while not an
explicit part of the UWise proposal, research opportunities were provided to six exceptionally
motivated UWise freshmen, each of whom teamed with a student mentor under the guidance
of a faculty advisor.
University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)

17
UWise faculty collaborated with the UTeach project. During 2011-2012, the University of West
Georgia received the UTeach grant, which is designed to dramatically change how K-12 STEM
teachers are prepared. UWise faculty are working with this project, as the new science and math
UTeach courses will begin in Spring 2013.
CHANGE TO ORIGINAL DESIGN

The short time frame between the announcement of the award and the start of the academic
year did not make it feasible to hire a Program Coordinator from outside the College of Science
and Mathematics faculty. Dr. Farooq Khan, Professor of Chemistry, who had taken part in writing
the UWise proposal, agreed to serve as the Program Coordinator for 2011-2012. He helped
coordinate all activities in 2011-2012, with active support from participating faculty who
constituted an advisory group.
II. Data Sheet Addendum
A. If you reported engineering majors in FY2012 (Row 12), please identify relevant subfields
(mechanical engineering, electrical engineering, engineering technology, etc.) and specify the number
of majors in each.
UWG had 81 engineering majors reported in AY2011-2012. Numbers for each program are provided
here:
Major
Number
Chemistry/Dual Degree Engineering
Chemistry /2 year Engineer Transfer
Geology/Dual Degree Engineering
Physics/2 year Engineering Transfer
Physics/Dual Degree Engineering
TOTAL
18
2
1
12
48
81
B. If you reported majors in the field “Other” (Row 13), please identify those degree programs and
specify the number of majors in each.
Not applicable.
C. If you reported engineering degrees awarded (Row 73), please identify the specific degrees (i.e. BS
in mechanical engineering, BS in electrical engineering, etc.) and specify the number of awardees for
each.
Three UWG students were awarded dual-engineering degrees in AY2011-2012. All three were BSCH
degrees that were dual degree: engineering and chemistry.
University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)
18
D. If you reported degrees in the category “Other” (Row 74), please identify the specific degrees and
specify the number of awardees for each.
Not applicable.
E. If you have any additional notes to offer relevant for the data sheet, please enter those here.
Not applicable.
III. Programmatic Components
A. Faculty Mini-grants
1. Please provide a list of the mini-grants provided by your institution as part of its STEM Initiative for
FY2012. You may use the following table or some alternate format, but please be sure to provide all of
the information requested:
Table 19: Faculty Mini-Grant (Biology)
Faculty
Project Title
Investigators
Podcasts for
Introductory
Biology Labs
Nancy Pencoe
and Melissa
Hullender
Brief Description
Podcasts of prelaboratory
instructions were
prepared and used
for introductory
biology courses, BIOL
1107L and
2107l(biology majors
only) and BIOL 1108L
and 2108L (biology
majors only).
Students viewed
these PRIOR to
laboratory exercises
and completed preand post surveys.
Key Research/ Pedagogical
Outcomes
Average scores out of 100
Fall, 2011
BIOL 1107L (N=129)
Pre-lab survey = 49.3
Post-lab survey = 61.1
BIOL 2107L (N=43)
Pre-lab survey = 58.6
Post-lab survey = 76.2
SPRING, 2012
BIOL 1108L (N=209)
Pre-lab survey = 57.6
Post-lab survey = 75.3
BIOL 2108L (N=60)
Pre-lab survey = 57.5
Post-lab survey = 77.8
University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)
Table 20: Faculty Mini-Grants (Mathematics)
Project Title
Applicationbased Learning
with Computer
Software
Tutoring (MATH
1634)
Online Tutoring
in Freshman
Mathematics
(MATH 1634)
Faculty
Investigators
Fengrong Wei
(PI), Minh
Nguyen, & Rui
Xu
Kwang Shin,
Minh Nguyen,
& Jim Bellon
Brief Description
Students used the
math software Maple
to solve math
problems, complete
homework, and
check homework
solutions.
Although grades of
participating students did
not increase, student
grades remained
consistent, even when
material became more
challenging.
An online tutoring
program was created
to support students
who take the online
version of MATH
1634.
A number of challenges
were found with the online
tutoring system, including
technical issues that
prevented students from
being tutored and difficulty
communicating
mathematical expressions
and formulae online.
Table 21: Faculty Mini-Grants (Chemistry)
Faculty
Project Title
Brief Description
Investigators
Doug Stuart
and David
Boatright
Video
Integrated Prelabs for
Enhanced
Retention
(VIPER)
Key Research/ Pedagogical
Outcomes
This proposal seeks to
advance students
conceptual learning
using podcasting,
video sharing
websites
(e.g.YouTube),
WebCT, and the new
UWG iTunesU
Initiative. We aim to
develop and
implement a series of
video demonstrations
to be watched by
students before
performing chemistry
laboratories.
Key Research/ Pedagogical
Outcomes
Development of videos was
done in part in
collaboration with Dr.
Gaquere. Refinement and
implementation will take
place in FY13.
19
University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)
Anne Gaquere
Farooq A. Khan
and Lucille B.
Garmon
Incorporating
pre-lab videos
and pre-lab
quizzes in the
general
chemistry
laboratory
curriculum
Videos were created
and posted on
YouTube. They will
be refined and
implemented in FY13.
Workshops in
Physical
Chemistry
The goal of the
project is to
incorporate
“Workshops”, which
have worked so well
in freshman
chemistry and
physical chemistry
with an emphasis on
conceptual learning
and Fermi problems.
Table 22: Faculty Mini-Grants (Computer Science)
Faculty
Project Title
Brief Description
Investigators
Introduction to
Computer
Science with
Robotics
(CS1300)
Anja
Remshagen &
Christine Rolka
Robotics was
included in the
computer science
1300 course to
increase student
motivation,
participating, and
performance.
The project was funded in
May, 2012, and the
modules have been
prepared for
implementation in FY13.
Key Research/ Pedagogical
Outcomes
Results were mixed. When
comparing students in the
Fall 2011 course to their
students in the previous
year (who did not have the
robotics component), 16%
more students in the
robotics course earned an
A, B, or C; however, results
were not consistent for
students in the Spring 2012
course. There does seem to
be a benefit for females,
with higher percentages of
females than males passing
the course when robotics is
included.
20
University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)
Developing
Flash Learning
Modules to
Teach
Challenging
Concepts in
Computer
Science
(CS1301)
Michael Orsega
Two undergraduate
students learned how
to develop Flash
animations, and then
developed an
animated video
tutorial for other
students that focused
on writing code.
Table 23: Faculty Mini-Grants (Physics)
Faculty
Project Title
Brief Description
Investigators
Workshops in
introductory
Physics
Physics
Workshop for
PHYS
2211/2212
Ajith de Silva
Optional recitation
sessions were
provided for PHYS
1111 students.
Students worked in
small groups (3-4
students) and had
access to a teaching
assistant.
Julie Talbot
A workshop was
added for the
Principles of Physics
course sequence to
address student
problem-solving.
Weekly workshop
sessions used
cooperative learning
strategies to improve
students’ problemsolving skills.
21
The tutorial created by the
students was evaluated by
comparing student learning
for students who used the
tutorial and those who
read a textual description of
the tutorial. On pre-post
comparisons, students who
viewed the video students
had greater increases in
learning than did the
control group.
Key Research/ Pedagogical
Outcomes
A greater percentage of
students who participated
in the recitations earned As
and Bs than did students
who did not participate.
There were also fewer Ds
and Fs for the recitation
courses compared to
previous years’ data when
no recitations were
provided.
The percentage of students
who earned a D, F, or
withdrew was much higher
(81%) for students who did
not attend the workshop,
compared to those who did
attend (17%). Overall, prepost test gains were higher
for workshop attendees.
University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)
Table 24: Faculty Mini-Grants (Science Education)
Faculty
Project Title
Brief Description
Investigators
Teaching
Science with
Graphing
Calculator
Technology
(SEED 4242)
Gail Marshall
The purpose of the
project was to
engage preservice
teachers in the use of
graphing calculators
and data collection
sensors to teach
them how to
incorporate these
technologies into
their classrooms.
22
Key Research/ Pedagogical
Outcomes
*Calculators did not arrive
until the end of the course.
2. State the funding rate for mini-grants at your institution (i.e. number of grants funded vs. total
number of proposals received)? Discuss how proposals were judged and awarded.
100% funding based on rubric provided by the BOR STEM Initiative Office.
3. For any of the mini-grants listed, do you have evaluation data or other evidence suggesting the
efficacy of the projects? Also, please discuss the broader impacts for these projects (i.e. changes to
instructional approaches, changes to departmental policies, etc.).
This information was provided above, but is repeated here.
Two mini grants stand out based on their potential for expansion and potential institutionalization. One
of the mini-grant in physics focused on tutorials in an introductory physics course, regarded as very
challenging by students across STEM disciplines. Students participating in the optional tutorials showed
greater success in the course (17% DWF rate for participants, N=12; 81.9% DFW for non-participants,
N=32) . This mirrors student success in long-standing workshops (problem-solving sessions) in
chemistry. A likely outcome is that tutorials in physics will be expanded in the future, as the Interim
Dean of the College (the former Program Coordinator of the STEM Initiative) is exploring the possibility
with the Chair of Physics that resources can be allocated to institutionalize the tutorials as a required
component.
One mini-grant in Computer Science used an engaging approach, robotics, as a teaching tool in an
introductory course on programming. The grant demonstrated an improvement in students’
performance, most particularly with female students, who traditionally constitute a small minority
among CS majors. The two faculty members who conducted this mini-grant are creating a web site,
disseminating both their results and their methods which can be emulated by recipients of future minigrants.
These success stories will likely spur support for institution-wide initiatives that encourage faculty
members to experiment with innovative pedagogical approaches.
University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)
23
B. Service Learning Opportunities (i.e. FOCUS-derived projects)
1. Briefly describe the operation of your institution's service learning opportunity or FOCUS derived
project for FY2012, including the following:
UTEACH WEST GEORGIA
a. Name of project(s) or other branding: UTeach West Georgia
b. Key Partners for your Project: Schools in Carrollton City and Carroll County School Systems and the
Carrollton Boys and Girls Club.
c. Data regarding participants (students taking part in project, number/classes of P-12 students
engaged through project, number of teachers taking part, etc.): Nineteen students from the UWise
program elected to participate in the exploratory UTeach Step One course. During this course they were
introduced to strategies for inquiry based science and math instruction. After instruction, they went into
schools to teach 30-45 minute lessons for 4th or 5th grade students. They generally worked with a
student partner to teach a lesson and each pair taught two lessons. With an average of about 32
students/class, the ten pairs of UTeach students x two lessons x 32 students/lesson equaled
approximately 640 4th/5th grade students impacted by these UTeach students. Nine of the UTeach
students also worked in July 2012 with a summer science camp program conducted at the Carrollton Boys
and Girls Club by UTeach faculty. These UTeach students worked with approximately 80 K-12 students for
one week (three hours/day at the Boys and Girls Club).
d. Primary activities and their operation: Plan, prepare materials for, and implement inquiry, problem
solving lessons involving STEM subjects.
e. Any outcomes data demonstrating the project's efficacy or effectiveness. Student pre and post tests
and interest surveys indicated positive growth in concepts and improved interests for the majority of the
students. Nineteen UWise students decided to take advantage of this UTeach opportunity to “try out”
teaching in the UTeach Step One class that was offered in Spring 2012 for the first time. A number of
these have elected to continue in UTeach Step Two and, hopefully, will decide to continue on and add
teacher certification to their science or math major.
XIDS 2002 – FALL 2011
After participation in the XIDS 2002 course in Fall 2011, UWise students showed changes in their
willingness to consider K-12 STEM teaching as a career. See the graph below for the data.
University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)
24
a. Name of project(s) or other branding: XIDS 2002, What Do You Know about STEM Professions and
Teaching
b. Key Partners for your Project (i.e. Departments/Schools at your institution, participating P-12
schools/school districts, area businesses, etc.): XIDS 2002 – teacher observations occurred in UWG
campus classrooms.
c. Data regarding participants (students taking part in project, number/classes of P-12 students
engaged through project, number of teachers taking part, etc.): Nineteen UWise students. University
classroom observations only.
d. Primary activities and their operation: Observed teaching in the university setting in Fall 2011 in
preparation for actual teaching in UTeach Step One classes in Spring 2012.
e. Any outcomes data demonstrating the project’s efficacy or effectiveness: UWise students debriefed
with their COE faculty about lessons learned from the observations. These observations were part of the
STEM Communications component of the XIDS 2002 course in Fall 2011.
C. Institution-Specific Projects
SUMMER BRIDGE PROGRAM
1. Identify your institution-specific project(s) outlined in your proposal for FY2012 (i.e. 4-Year
Undergraduate Research Experience, Academy for Future Teachers, MESA, summer bridge
programs, peer learning communities, STEM tutoring/learning centers, etc.). Discuss any specific
branding.
The UWise Summer Bridge Program is designed to support about 100 incoming freshman who
intend to major in a STEM field. During the residential two-week program conducted in early August,
2011, students attended two 3-hour class sessions each day, one in mathematics and one in a
science area (i.e., biology, chemistry, computer science, geosciences, and physics). Additionally they
attended supervised study halls and lectures by guest speakers. UWise provided all expenses
associated with housing and meals; further, the project paid students a stipend (maximum of $300)
for their work in providing evaluation data to help answer questions about the effectiveness of the
program.
2. Provide data regarding the level of participation in each of these projects (i.e. number of faculty
participants, number of student participants). Discuss their scope (i.e. oriented toward incoming
freshmen, upperclassmen, STEM majors, education majors, all students, etc.).
Number of faculty: 15
Number of students: 98
Number of student assistants: 18
o
o
o
Faculty were involved in teaching, mentoring, and advising.
UWise students were all incoming freshmen who declared interest in STEM majors, to include a
STEM major with a K-12 teaching certificate earned concurrently.
Student Assistants worked with the UWise students, assisting with problem-solving sessions
and socialization to college life as a STEM major.
University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)
25
IV. Future Efforts
A. Please discuss dissemination efforts for best practices or research findings identified through
participation in the USG STEM Initiative.



Preliminary results of the UWise program (the Summer Bridge Program, XIDS 2002 course) were
presented in the form of a poster and an oral presentation at the SoTL Conference at Georgia
Southern University in March, 2012.
The web site for the UWise program is being updated to reflect ongoing activities.
During the summer of 2012, the recipients of the mini-grants in computer science worked on
developing videos to disseminate their findings, and to share their methodology which can
potentially be emulated by future recipients of mini-grants.
B. Please identify any external grants (e.g. NSF, Department of Education, private/foundation) for
which you have applied based on support received for the STEM Initiative. Indicate whether any
applications have been successful.
APPROVED FOR FUNDING


UTEACH – UWG has been funded as one of the three UTeach replication sites in the State of
Georgia through the Governor’s Race to the Top funding.
UWG was approved in July, 2012, as a site for a Live NASA Downlink with astronauts in the
International Space Station.
PENDING



The Robert Noyce Scholars Program at the University of West Georgia. The project aims to
increase the number and retention rates of well-prepared, licensed secondary school teachers
(grades 6-12) in science and mathematics in high-needs schools in Georgia. Dianne Hoff, PI;
Christopher Tabit and Jill Drake, Co-PIs; submitted to NSF. Pending review.
Race to the Top Round Three. This project is designed to train 100 or more area teachers to use
Problem-Based Learning in K-12 science and math. Gail Marshall, PI; Sharmistha Basu-Dutt C0PI. This proposal is under review.
S-STEM (NSF SMART-STEM scholarship grant). This project will scholarships to talented STEM
majors who have demonstrated financial need, with an emphasis on increasing women and
under-represented groups in the STEM workforce. Submitted to NSF on August 14, 2012. S.
Swamy Mruthinti, PI; Farooq Khan and Sharmistha Basu-Dutt, Co-PIs.
C. Will your institution’s STEM Initiative program for FY2013 involve any notable changes from your
FY2012 program? If so, please explain any changes and the rationale for them.
There was considerable dialogue among all the faculty members regarding the Summer Bridge Program.
Key observations were:
1. A two-week duration is too short; four weeks would be more optimum.
2. Students would be likely be more engaged if they had more ownership, in the form of letter
grades in university courses that count toward their degrees, as well as financial contributions
from their families.
University of West Georgia – UWise STEM Initiative – Year 1 Annual Report (2011-2012)
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3. Both mathematics and English are important to student success in the freshman year.
4. Entrance criteria should be placed in the form of minimum MATH and Verbal SAT scores.
These lessons learned from the Year 1 experience influenced the design and implementation of the Year
2 Summer Bridge Program (2012-2013). Thus, in 2012, the Bridge program was expanded to four weeks.
Students selected for participation were required to have minimum MATH SAT scores of 450; they
enrolled in two courses for college credit, and paid both tuition and fees. In addition to an
interdisciplinary course in mathematics and science, the curriculum included a specially designed three
credit hour course in writing in the STEM disciplines. Therein, a professor of English emphasized the
central theme of sustainability in an array of activities that included reading an assigned textbook,
writing, watching an assigned film, and making observations at field trips.
In the Fall 2012 semester, the 25 (out of 28) students who successfully finished the bridge program will
form a UWise Learning Community taking a common set of courses, ENGL 1101, CHEM 1211 with
laboratory, MATH 1113 (Pre-Calculus), POLS 1101, and a seminar course.
In Spring, 2013, three discipline-specific seminar courses will be offered to students interested in STEM
majors who did not participate in the Summer Bridge Program. The problem-based learning courses will
likely include topics such as health-care for biology and chemistry majors, fuels (geosciences and physics
majors), and space science for pre-engineering and physics majors. Planning will take place in Fall 2012.