Esta es la presentación del Dr. Moreira en el curso IPCyT.

1. INVESTING TODAY IN A BRIGHTER
TOMORROW VIA STEM EDUCATION
Antonio R. Moreira
Vice Provost for Academic Affairs
University of Maryland, Baltimore County
Baltimore, MD
USA
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3. UMBC – Institutional Overview
• Founded in 1966
• 44 Major, 41 Minors and 20 Certificate Programs
• Physical and biological sciences, social & behavioral sciences, engineering,
mathematics, information technology, humanities, visual & performing arts
• 24 PhD, 38 Master's and 21 Graduate Certificate Programs
• Natural and social sciences, engineering, information technology, public
policy, arts and humanities, education, human services and others.
• Student Enrollment, Fall 2014 – 13,979
• 11,379 Undergraduates, 2,600 Graduate Students
• Average Freshman GPA: 3.76
• Average SAT Score: 1216
• Minority Enrollment : 42%
• 657 Full-time Faculty
• Research Expenditures FY’14 – $74 M
• Total Institutional Budget FY’15 – $405 M

4. Institutional Organization & National Recognition
• UMBC is Organized within Three Colleges
• College of Arts, Humanities & Social Sciences
• College of Engineering & Information Technology
• College of Natural & Mathematical Sciences
• And Three Schools
• Erickson School, Graduate School, School of Social Work
• UMBC tops the U.S. News ranking of “Up-and-Coming”
national universities – 6 years in a row – a designation
recognizing universities that consistently find innovative
ways to improve students’ educational experiences.
• UMBC is ranked #5 on U.S. News’ Best Colleges Guide’s list
of schools with the “Best Undergraduate Teaching,” ahead
of such institutions as Brown, Stanford, Vanderbilt, and Yale

5. UMBC Research Culture
• A vibrant research, scholarship and creative activities
culture at UMBC.
• A national reputation for integrating undergraduates in
mentored research activities alongside faculty, staff and
graduate students.
• UMBC’s research efforts are well aligned with national
priorities – Environment, Health and National Security.
• Many of our most successful and visible research efforts
are based on collaborations – across the campus, with
other academic institutions and with outside partners.

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10. Components of Student Success at UMBC:
The Meyerhoff Scholars Experience
1. Scholarship Support
2. Competitive Recruitment of Top Math & Science Students
3. The Summer Bridge Program
4. Faculty Involvement
5. Study Groups
6. Summer Research Experiences
7. Structured Mentoring
8. Strong Programmatic Values
9. Personal Advising and Counseling
10. Program Community
11. Administrative Involvement
12. Public Support
13. Family Support
14. Community Service
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11. The Grand Challenges for Engineering
1. Make solar energy economical
2. Provide energy from fusion
3. Develop carbon sequestration methods
4. Manage the nitrogen cycle
5. Provide access to clean water
6. Restore and improve urban infrastructure
7. Advance health informatics
8. Engineer better medicines
9. Reverse-engineer the brain
10. Prevent nuclear terror
11. Secure cyberspace
12. Enhance virtual reality
13. Advance personalized learning
14. Engineer the tools of scientific discovery
Source: National Academy of Engineering (2015)
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12. 20,000 Grand Challenge Engineers in a Decade
120 U.S. engineering schools announce plans to
educate a new generation of engineers
Source: National Academy of Engineering (2015)
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13. Educating Engineers to Meet the Grand Challenges
Key Program Elements:
• A creative learning experience connected to the Grand Challenges such
as research or design projects
• Authentic experiential learning with clients and mentors that includes
interdisciplinary experience in fields such as public policy, business, law,
medicine, ethics, and communications
• Entrepreneurship and innovation experience such as the start-up of a
new venture, dissemination of technology, or coursework in
entrepreneurship
• Global and cross-cultural perspectives gained through experiences that
promote involvement with globally complex issues in unfamiliar
environments, such as a semester abroad
• Development of social consciousness through service-learning, such as
problem-based community projects that foster an appreciation of the
impact of engineering and its role in serving human welfare and the needs
of society
Source: National Academy of Engineering (2015)
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14. When students understand how STEM Education is relevant
to their lives and future careers, they get excited.
Project Lead The Way provides a comprehensive approach to
STEM Education. Through activity-, project-, and problem-
based curriculum, PLTW gives students in kindergarten
through high school a chance to apply what they know,
identify problems, find unique solutions, and lead their own
learning. For educators, an engaging, rigorous teacher
professional development model provides tools to empower
students and transform the classroom into a collaboration
space where content comes to life.
Source: PLTW
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15. Approach:
Historically, science and math have been taught in isolation. The
project-based aspects of the Project Lead The Way curriculum
give students a chance to apply what they know, identify a
problem, find unique solutions, and lead their own learning,
rather than be passive recipients of information in a question-
and-answer, right-or-wrong learning environment.
PLTW programs use the following approach and guiding tenets:
• Collaboration
• Research/Evidence-Based
• Problem-Based
Source: PLTW
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16. Source: PLTW
PLTW Engineering
PLTW Engineering is about applying engineering, science, math,
and technology to solve complex, open-ended problems in a
real-world context. Students focus on the process of defining
and solving a problem, not on getting the “right” answer. They
learn how to apply STEM knowledge, skills, and habits of mind to
make the world a better place through innovation.
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17. IMPACT
State of Indiana Data (>56,000 high school graduates):
• High school graduates who participated in PLTW were nearly three
times as likely to major in STEM, and 3 to 4 times more likely to
study engineering, versus non-PLTW graduates.
• Students who took three or more PLTW courses while in high school
were six times more likely to study STEM, and eight times more
likely to study engineering in college than their peers who had not
taken PLTW while in high school
• PLTW participation was significantly related to persistence into the
second year of college, especially for those students who had taken
three or more PLTW courses.
Source: Pike, Gary and Kirsten Robbins (2014). Using Propensity Scores to Evaluate Education
Programs. Indiana University-Purdue University-Indianapolis.
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18. YEAR (Fall Semester)
2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
RETENTION(%)
86
88
90
92
94
96
98
100
CHEM 101: RETENTION
before CDC after CDC + flipped
classroom
96.1
89.3
95.1
CHEMISTRY DISCOVERY CENTER AT UMBC
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19. CHEM 101: PASS RATE of 'C' or better
YEAR (Fall Semester)
2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
PASSRATE(%)
0
10
20
30
40
50
60
70
80
90
100
84.0
71.2
before CDC after CDC + flipped
classroom
78.8
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CHEMISTRY DISCOVERY CENTER AT UMBC

20. YEAR (Fall Semester)
2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
CUTOFF(%)
30
40
50
60
70
80
90
100
CHEM 101: Grade CUTOFFs
A/B: 78.4 to 87.5 (9.1 pts)
D/F: 34.8 to 50.0 (15.2 pts)
C/D: 50.3 to 65.5 (15.2 pts)
B/C: 67.4 to 78.0 (10.6 pts)
before CDC after CDC + flipped
classroom
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CHEMISTRY DISCOVERY CENTER AT UMBC

21. iCubed@UMBC
This project used a multi-treatment randomized
controlled trial methodology to study the
effectiveness of four different academic support
initiatives involving students in their first year of
college who are pursuing STEM majors at UMBC.
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22. iCubed@UMBC Team Members
1) Team Study Groups: Received assistance in forming community-based study groups;
2) Team Faculty Mentoring: Received pro-active mentoring, ongoing retention risk assessment, with high-status faculty
intervention;
3) Team Staff Mentoring: Received pro-active mentoring, ongoing retention risk assessment, with staff intervention;
4) Team Active Learning: Participated in active learning discussion groups in four key foundational mathematics classes
MATH 150 (Pre-calculus Mathematics),
MATH 155 (Elementary Calculus), and
MATH 151 (Calculus and Analytical Geometry 1)
MATH 152 (Calculus and Analytical Geometry 2)
5) Team $: Received a $50 UMBC bookstore gift certificate.
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23. STEM Transfer Student
Success Initiative
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24. Framing the Central Question:
Our Focus
How can 2-year and 4-year institutions
partner to facilitate early and sustained
success for transfer students, to foster their
academic and social engagement across
institutions, and to help launch them into
meaningful STEM careers?
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25. Growing a Collaboration:
t-STEM Initiative
stemtransfer.org
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26. Creating Our Vision: A Shared Responsibility
At the heart of this project is our deep, shared
commitment to student success: ensuring equal access
to a range of educational opportunities, offering a
comprehensive network of support, and fostering
excellence across the STEM disciplines. With these
resources, we encourage students to actively engage in
their own learning, enthusiastically pursue
their academic milestones, and make meaningful career
choices. As institutional partners, we seek to ground this
work in reciprocal and respectful relationships, and to
build strong collaborative structures that sustain this
significant work.
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27. Setting Priorities: Central Principles
 Collaboration is Essential
 Responsibility is Shared
 Stance is Pro-Active
 Framework is Asset-Based
 Focus is Local and National
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28. Setting Priorities: Central Practices
Comprehensive Curricular Alignment
Integrated Academic and Career
Advisement (Engagement)
Transitional Programs: Peer
Mentorship and Connections
Transfer Success: Navigation and
Support
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29. A Sampling of Lessons Learned about Inter-
Institutional Collaboration
Strong and honest relationships are crucial for
productivity, resilience, and mutual appreciation.
Authentic collaboration must be a principle and a
practice (systematic and comprehensive).
Effective inter-institutional collaboration requires
effective intra-institutional collaboration.
Language matters (explicit and implicit messages).
Time and trust are underestimated and critical
resources.
Leverage, extend, create resources/networks.
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30. Building Infrastructure Leading to Diversity
“Collateral Synergies”
University of Maryland, Baltimore County
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31. Collateral Synergies
STEM BUILD at UMBC will be a program of “collateral synergies.”
It can be shown that the specialized support programs such as
the Meyerhoff Scholars or MARC Programs synergistically
increase the number of graduating STEM students not affiliated
with these programs. This phenomenon is the collateral effect
that this proposal attempts to harness for general student
success of the targeted group.
The general approach (in contrast to individual scholar programs)
is to infuse the mentoring and training process into the fabric of
the undergraduate degree and experience. Of primary
importance are capacity, scalability, and sustainability
(infrastructure).
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32. STEM BUILD at UMBC: Hypothesis
Can the models of successful long-term, high-expectation,
ethnically inclusive scholarship programs at UMBC that target
high-achieving students interested in STEM disciplines be
adapted to establish a comparable scholarship program
targeting promising, eligible at-risk students, especially those
from underrepresented groups?
Will these adaptations then increase at-risk students'
academic success, their retention in STEM majors, and their
preparedness for post baccalaureate education and/or careers
in biomedical and behavioral research?
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33. BUILD: Success Challenges
• The reasons students give for abandoning STEM majors point to the
retention strategies that are needed.
– High-performing students frequently cite uninspiring introductory courses as a factor in
their choice to switch majors.
– And low-performing students with a high interest and aptitude in STEM careers often
have difficulty with the math required in introductory STEM courses with little help
provided by their universities.
– Moreover, many students, and particularly members of groups underrepresented in
STEM fields, cite an unwelcoming atmosphere from faculty in STEM courses as a reason
for their departure.
• Fewer than 40% of students who enter college intending to major in a
STEM field complete a STEM degree. Merely increasing the retention of
STEM majors from 40% to 50% would generate three-quarters of the
targeted 1 million additional STEM degrees over the next decade.
• Implementation of key Engage to Excel (PCAST) recommendations.
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34. Probability of success
Investment of Effort
The Vision
STEM Majors
Biological Sciences
Mathematics and Statistics
Chemistry and Biochemistry
Chemical and Biochemical Engineering
Mechanical Engineering
Psychology B.S.
A five-year exploration into ways to create a
comprehensive new model for a public
university to engage and train more
students to excel in STEM disciplines.
The target group will be undergraduates,
native and transfer, with an interest in
pursuing a STEM major and at risk for
successful completion of a STEM degree.
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35. STEM BUILD at UMBC
• Institutional Development
– UMBC is embracing “active learning” pedagogies to increase the efficiency of learning.
– Invest in pedagogical innovations (i.e., infrastructure) to increase the capacity for the
training of students for careers in biomedical and behavioral research.
– Establish the faculty development programs needed for researchers to effectively mentor a
greater portion of the student population.
– Better-trained students will increase the productivity of faculty researchers.
• Research Enrichment Core
– Strategically coordinated group of academic and research enrichment opportunities.
– An escalating series of BUILD Group Research experiences that overcome the challenges
that these students often encounter (e.g., limited positions for internships, mentorships,
and undergraduate research positions for which Tier 1 students are favored).
• Student Training Core
– BUILD Trainees will serve as pioneers in a program that is potentially national model as
universities.
– Designed for its scalability and eventual incorporation into the traditional format of the
academy.
– The overarching goal is to ensure the BUILD Trainees (as exemplars) are retained in STEM
majors and better prepared for post baccalaureate, graduate, or professional programs
and/or careers in biomedical and behavioral research.
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36. CNMS: Student Success Initiatives
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37. Flipped Classroom Characteristics
• Engage all learners through dynamic
participation
• Strategically designed class activities
• Design assignments that tackle real-world
problems
• Implement group problem-solving activities
and foster group interactions
• Use hands-on approaches
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38. • A STEM Living and Learning Community (LLC) has been established to support community
building aspects of the program. At present, over 100 students are interested in participating in
the LLC with only 50 slots available. Although the STEM LLC will serve BUILD cohorts, it is
designed to be a sustained institutional development.
• A summer bridge program will use the Meyerhoff Scholars Program approach. It will be a six-
week experience with three weeks of off-campus, hybrid instruction followed by a three-week
on-campus experience. It is designed to build community, demystify college, practice skills, and
review math and reading.
• The Quantitative Reasoning course (SCI 101L) has been developed and approved by the
Undergraduate Committee. It has been submitted for General Education Program designation of
‘L’ for Laboratory to meet State of Maryland education requirements. SCI 101L is scheduled for
fall 2015. This course will be taught in the Science Learning Collaboratory, which is shared space
with HHMI Science Education Alliance.
• An outstanding assessment and evaluation team for STEM BUILD at UMBC has been established.
Overall hallmarks and assessment protocols for STEM BUILD at UMBC have been developed. This
team will benefit STEM learning innovation and is critical to the dissemination of the process and
results of STEM BUILD at UMBC.
• Working closely with the Faculty Development Center, a Faculty Training Program is under
development that is designed to assist faculty in learning new engaged learning pedagogies and
coaching them on working with at risk students. To sustain the culture change in teaching that is
envisioned in STEM BUILD at UMBC a teaching certificate is part of the design.
BUILD at UMBC Plans
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39. BUILD Training Program: Summer Bridge
• A summer bridge program was designed based on
the Meyerhoff approach.
• A six-week experience with three weeks of off-
campus, hybrid instruction followed by a three-
week on campus experience.
• Designed to build community, demystify college,
introduce leadership skills, and practice student
success skills. Review math (algebra through pre-
calculus) and reading comprehension.
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40. BUILD: Quantitative Reasoning Course (SCI 101L)
Designed for first-year students interested in pursuing degrees in science, technology,
engineering, and mathematics (STEM), this interdisciplinary science laboratory course
will expose students to different STEM disciplines through a series of projects centered
on a common theme. All projects require mastering basic quantitative skills (e.g.,
arithmetical, algebraic, geometric, probabilistic, and statistical methods), higher-order
reasoning (e.g., evaluate representations, interpret mathematical models, determine
reasonableness, and recognize limitations), and the practical use of measurement tools.
(GEP designation, L – Laboratory; Credits - 2)
Course learning outcomes: Quantitative reasoning uses a wide range of skills and
competencies. By the end of this course, students will be able to:
• Use written, numerical, and digital literature as it pertains to understanding science, its
methodology, observations, and theories. (Science Literacy)
• Determine the size of something through measurement using the appropriate
dimensions and apply scaling to represent it numerically or visually. (Size, Dimension,
and Scale)
• Select the correct tool, practice its operation, and measure something. (Measurement)
• Collect, organize, analyze, interpret, and present data. (Statistical Analysis)
• Use evidence, reasoning, and inference to develop and support conclusions.
(Conclusions and Inference)
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41. Final Thoughts
• The jobs of today and tomorrow require an educated workforce in
STEM areas
• Need to strengthen the preparation of both students and teachers
preK-12
• College-level STEM education needs to pay attention to issues of
access and motivation, academic and social support, and
affordability
• Academic performance in the first two years, especially the first
year, is critical to the student’s future
• The most important factors for student success are: sense of
community, appreciation of values focused on hard work and
intellectual curiosity, strong relationship with faculty and staff
• We must change the culture of undergraduate STEM teaching and
learning by bringing excitement to the work through student
engagement and empowerment
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42. Acknowledgements
The following colleagues at UMBC provided
materials for inclusion in this presentation:
Ms. Kathy Lee Sutphin, Assistant Dean for
Academic Affairs, College of Natural and
Mathematical Science
Mr. Keith Harmon, Director, Meyerhoff Scholars
Program
Dr. Sarah Jewett, Executive Director, STEM
Transfer Student Success Initiative
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43. Resources
http://meyerhoff.umbc.edu
http://icubed.umbc.edu
http://cnms.umbc.edu/teachinglearning/learning-
centers/castle/
http://cnms.umbc.edu/teachinglearning/learning-
centers/chemistry-discovery-center/
http://cnms.umbc.edu/teachinglearning/learning-
centers/slc/
http://stemtransfer.org/
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44. MUCHAS GRACIAS POR SU ATENCIÓN!
Dr. Antonio Moreira
moreira@umbc.edu
001-410-455-6576
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