The challenges of recruitment and retention in STEM did not start with the COVID-19 pandemic; however, it still affects the workforce needs of our global world. An innovative hybrid course grounded on research from cognitive science and social emotional learning was designed to address these educational challenges at a flagship, large research university in New Jersey. These challenges disproportionally affect historically marginalized students in STEM fields that further causes diversity & inclusion issues in the workforce. This interdisciplinary course framework is aimed to address (1) the research-to-practice gap between cognitive science research and classroom practices, (2) the perception gap between the instructors and students (expert-to-novice perception gap), (3) the conceptual and procedural gaps in students’ learning and studying. Furthermore, authentically designed instructional resources and assessments address students’ math mindsets and anxieties by fostering students’ sense of belonging in a discipline that disproportionally affects marginalized groups. A case study of the framework for an Introductory Calculus course is shared with the participants to cultivate the integration of research-driven practices into their educational practices. We hope our work will serve as a driving force to promote interdisciplinary discourse and heightened awareness in an area that needs multifaceted approaches to a core issue of our time, namely the ongoing STEM recruitment and retention challenges.

Authors:
Sheila Tabanli, Rutgers University, United States

About the Presenter(s)
Dr. Sheila Tabanli is an Assistant Professor of Mathematics at Rutgers University. Her interests are developing student-centered instructional strategies based on educational psychology and social-emotional learning to improve student experiences.

Connect on Linkedin
https://www.linkedin.com/in/sheilatabanliphd/

See this presentation on the full schedule – Sunday Schedule

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