Teaching Excellence in the College of Science

Teaching excellence isn’t a hollow phrase in the College of Science.  At the college level, there is a teaching team that’s part of a strategic initiative to support teaching best practices. The college is also home to the Center for Excellence in Math and Science Teaching (CEMaST). They’re committed to improving K-16 teaching and their positive impact is felt throughout the community.

Since Fall 2020, CEMaST has supported STEM faculty who want to take a Motivating Learners Course. Funding has come from an NSF PASSION grant, a CSU CREATE award, and a SPICE grant. So far, over 100 faculty have completed the course. “We’re collaborating with SDSU on motivating learners training for math faculty. We’ve seen an overall 5% decrease in fail rate and URM students benefited even more,” CEMaST Director Paul Beardsley said.

Motivating Learners is built on three learning mindsets; they are growth mindset, purpose and relevance, and sense of belonging. Students who have a growth mindset feel that they can master course material through good learning strategies, study, and help from others. Purpose and relevance address questions like, why am I learning this? How will I use it in my life? Having a sense of belonging provides reassurance and support, especially important to first generation college students, which accounts for around 50% of science majors.

In addition to the Motivating Learners course, science faculty avail themselves of many programs and services offered through the CPP Center for the Advancement of Faculty Excellence (CAFE). CAFE Director Victoria Bhavsar said there’s been excellent faculty response to the “Doing the Work: Anti-Racist Teaching & Learning” Institutes.  Another program CAFE runs is Effective Teaching Practice Framework from the Association of College and University Educators (ACUE). To date, about 75 science faculty have taken ACUE courses with 21 receiving full certification.

The ACUE program’s singular goal is helping students succeed by improving teaching. Faculty take courses such as Creating an Inclusive and Supportive Learning Environment, Promoting Active Learning, Inspiring Inquiry and Preparing Lifelong Learners, and Designing Learner-Centered and Equitable Courses.

“ACUE influenced my approach in the classroom. I now accommodate various learning preferences and offer more hands-on activities,” Physics Lecturer Rosie Nawpar said. “A student-centered approach involves creating a positive learning environment. To create such an environment, I promote open communication, mutual respect, and active engagement in learning.”

“The impact of these changes has been palpable. I've witnessed increased participation, improved academic performance, and a more inclusive environment where students feel empowered to share their views,” Nawpar said. 

Two other programs involving science teaching are Project Caminos and a CSU CREATE-funded project called Education in Molecular Biology, Representation, And Cultural Equity (EMBRACE)

Project Caminos was started in 2019 through a Title V Hispanic Serving Institute (HSI) grant through the Department of Education. The program’s goal is to eliminate equity gaps and faculty development is a part of that. Two science faculty who are involved are Associate Professor Anne Cawley from the Department of Mathematics and Statistics and Associate Professor Jessica Perez from CEMaST.

Math faculty are receiving three days of professional development on growth mindset and equitable teaching practice in the classroom. “Our goal is to have 75 instructors trained. Eventually we’d like to expand training to other instructors and build capacity to host our own training,” Perez said.

The EMBRACE project is led by biological sciences faculty Associate Professor Andrea Bonisoli Alquati who is PI. The Co-PIs are Professor Andrew Steele and Assistant Professor Janel Ortiz. The project’s goal is to close equity gaps by creating a repository of content for students and Learning Assistants (LAs). The content will make LAs more effective in teaching their peers.

CEMaST Director Beardsley says good teaching starts with ensuring assignments are aligned with learning objectives and clearly communicating to students how they can succeed. For teachers, his advice is to “Bring your authentic self and share why you’re excited about the subject. Faculty should normalize overcoming obstacles and one way they can do that is by sharing their own struggles.”

He emphasizes that in addition to teaching the course content, faculty should guide students on how to learn it. That includes proper study habits and knowing what resources are available. He concluded with, “I think faculty should get to know students and their interests. Students are part of a community here and they should feel that.”

Every year the College of Science recognizes teaching excellence with a Distinguished Teaching Award. A faculty member, chosen by colleagues, students, and staff is given the award during fall semester and makes a presentation on teaching which is followed by a discussion promoting teaching excellence. The 2023 award recipient is Professor Ken Hansen from the Department of Kinesiology and Health Promotion. Hansen’s presentation was titled Inspiring and Empowering Students Through Culturally Responsive Teaching.