STEM

Why STEM?

Georgia recognizes the pressing need for its workforce to be nationally and globally competitive. Georgia College is making great strides to advance STEM education by building a strong STEM community that increases the quantity and quality of STEM majors and teachers.  

Impact of STEM activities at Georgia College?

  • 29 percent increase of STEM and S
  • TEM education majors since 2007
  • 89 percent increase in STEM and STEM education degrees conferred since 2007
  • Drop in Drop-Withdraw-Fail (DWF) rates from 27 percent to 20 percent in introductory STEM courses since 2007
  • Over $10 million in external grants and gifts to mini-grant awardees
  • Dozens of presentations at professional conference and over a dozen publications related to STEM mini-grant projects
  • Outreach to over 12,000 K-12 students, teachers and parents each year from over 50 counties across the state

 

The Georgia College STEM Mini-Grant Program stimulates innovative projects that improve instruction and student learning in STEM disciplines and in programs that lead to initial teacher certification in these areas. Grants are available to fund projects in Teaching Innovations in university level introductory STEM courses and in STEM-focused K-16 learning communities that promote higher education and public school partnerships.

Call for Proposals

Grants are available to fund teaching innovation proposals in introductory STEM courses at the university level and in programs that lead to initial teacher certification in these areas. The maximum award is $7,000 and may be for an individual Georgia College faculty member or a team.

Request for Proposals: download the Word Doc here and download the PDF here.

FAQs

STEM Symposium

The Annual STEM Symposium provides a forum for mini-grant recipients to share projects outcomes, seek advice for peers to advance projects, stimulate conversations and discuss ideas for future collaborations. The event also provides an opportunity for interested faculty, staff, students and guests to learn about the remarkable work in STEM at Georgia College and its positive impact on our broader communities.

Project FOCUS (Fostering Our Communities Understanding of Science) is a service learning course that gives students opportunities to work in schools to help children and their teachers learn more about math, science and technology.

Students interested in the FOCUS course (EDIS 4425):

will fulfill upper level elective graduation requirements
may register multiple times for credit
will gain experience working with K-12 students and to see if teaching is really for them
will “partner teach” with an experienced elementary, middle or high school teacher, in a safe, supervised setting
will earn community service hours which are important job applications, or for graduate or medical school applications

To meet core institutional priorities in STEM student retention and achievement at Georgia College, the STEM Retention Initiative focuses on Supplemental Instruction as one of its signature curricular programs.

What is Supplemental Instruction (SI)?

Supplemental Instruction provides non-remedial, peer-facilitated tutoring/study sessions by qualified, trained undergraduate students (SI) who attend the classes of the students they encourage and mentor in a given course.

Who are Supplemental Instructors?

  • employable, full-time enrolled student
  • successfully completed the course
  • inclined to teach

Basic responsibilities of the SIs (8 hour/week model):

  • 3 hours - auditing class
  • 2 hours - personal prep time and/or with professor
  • 3 hours - focused/study SI Sessions

How to get involved

 The Georgia College Learning Center 

Unique SI Activities at GC

  • Math: (computer lab model) student groups must meet with SIs to review their project proposals and practice their presentations before they present projects to the class
  • Chemistry:  (studio lab model) SIs deliver mini-lectures during the SI evening sessions versus focusing on the homework problems to impact content knowledge; allows faculty to “flip” the classroom by using the SI to unpack content with students necessary for them to engage in critical-thinking experiences in the classroom
  • Biology: (science hybrid lab/lecture model) SIs help with lab once per week – SIs connected more with students and developed a broader view of concepts
  • Biology: (science lab model) SIs assisted instructor with proper lab techniques and interpretation
Dr. Carolyn Denard 
 
Dr. Charlie Martin
 
Dr. J. Ryan Brown