CIRTL Network Presents the 10th Annual Science, Technology, Engineering, and Mathematics Education Scholars Program
Melissa Tully

Howard University in Washington, DC, a CIRTL Network Institution, is set to host the 2006 Science, Technology, Engineering, and Mathematics Education Scholars (STEMES) Program, “Best Practices in Science, Technology, Engineering, and Mathematics Education.”  The four-day program, June 27 through June 30, provides professional development opportunities for non-tenured faculty, post-doctoral associates, and academic-track Ph.D. candidates.  In this interactive program, faculty and staff will practice techniques for engaging students in active learning; apply their research skills to improving their own teaching (teaching-as-research); develop a lasting learning community with other new STEM faculty across the nation; teach through diversity in terms of learning styles, culture, age, gender, and interests; and develop confidence in creating effective learning environments for students and faculty.

Folahan Ayorinde, Professor of Chemistry and Director of Graduate Studies at Howard University, is this year’s Conference Host Director.  He is excited about the upcoming program and sees STEMES as having two main objectives: (1) to provide a forum for the exchange of ideas concerning teaching in the STEM disciplines between current and future faculty; (2) to offer new and future faculty the opportunity to gain confidence in and improve their teaching.  Professor Ayorinde believes that conveying the idea that teaching is dynamic, as opposed to static, is critical for preparing successful faculty. 

When discussing the teaching process, Ayorinde says, “To use an analogy from chemistry: If I set up a chemical synthesis and the reaction does not work the way I planned, then I must adjust the experiment—change the temperature, use different amounts of reactants—in order to achieve my desired results.  Teaching should be thought of in the same way.  It is a dynamic process that must be altered to fit students’ needs.  Teachers must have objectives for their courses and a plan for teaching students a skill set, but this plan must be able to change.  The teaching process should be evaluated to measure instructors’ success and student learning.  Thinking about teaching-as-research allows for this dynamic process to occur.” 

Professor Ayorinde hopes that the scholars program will provide new and future faculty with the skills to become leaders.  He notes, “At STEMES we hope to present some of the best practices in STEM education to allow faculty to reach as many students as possible.  We want to present inclusive teaching practices that target a diverse student body.  I am very excited about the workshops.  It is important for educators to share their teaching experiences with new and future faculty.  Talking about teaching as a dynamic process aimed at improving science education will benefit all the participants and hopefully create a learning community dedicated to preparing faculty to more effectively teach STEM courses.”

In previous years the scholars program has been hosted by Pennsylvania State University, the University of Minnesota-Twin Cities, the University of Illinois-Urbana-Champaign, and the University of Wisconsin-Madison.  This is Howard University’s first time hosting the STEMES Program.  “I am looking forward to having STEMES at Howard University, because, although I like to think everyone in the world knows about Howard, that is not the case,” Ayorinde says with a chuckle.  He goes on to add, “This will be a good chance to give exposure to the University, improve student recruiting, and create connections with other universities.  I’ve learned a lot about STEM education by traveling to other research universities, and I hope others learn from coming to Howard.  I am also excited because STEMES provides a learning opportunity for me through interaction with faculty from all over the United States.”

For more information about the 2006 STEMES Program, visit http://www.cirtl.net/STEMES/.

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