Equity and Excellence in Education Provost Fellowship

The E³ Provost Fellowship is sponsored by the Office of the Provost and the Howard Hughes Medical Institute (HHMI) EXCELlence in STEM grant. 

The fellowship is based, in part, on research and materials from the Student Experience Project (SEP). 

SEP is a collaborative of university leaders, faculty, researchers and national education organizations committed to innovative, research-based practices to increase degree attainment by building equitable learning environments and fostering a sense of belonging on campus.  

The SEP collaboration includes the Association of Public and Land-Grant Universities (APLU) and Coalition of Urban Serving Universities (USU).

The E³ Provost Fellowship includes partners from across UAlbany’s campus:

• Office of the Provost
• Office of Diversity and Inclusion (ODI)
• Office of Academic Innovation and Student Success (OAISS)
• Center for the Advancement of Teaching, Learning, and Online Education (CATLOE)
• School of Education (SOE)

• Benjamin Yankson, Cybersecurity
• Cara Pager, Biological Sciences
• David Ardrey, Electrical and Computer Engineering
• Elise Vogt, Biological Sciences
• Gabriele Fuchs, Biological Sciences
• Jeffrey Braunstein, Electrical and Computer Engineering
• Jonathan Muckell, Electrical and Computer Engineering
• Linda Mayerhofer, Biological Sciences
• Michael Phipps, Computer Science
• Mustafa Aksoy, Electrical and Computer Engineering
• Sujata Murty, Atmospheric and Environmental Sciences
• Weilan Zhang, Environmental & Sustainable Engineering

Description:

During the first year, fellows will engage in a cohort-based First-Year Institute.  

Each session will introduce inclusive teaching principles rooted in social psychology, education and learning sciences research that have been shown to boost student engagement, increase equity in academic outcomes, and support student learning and success in STEM courses.  

Fellows will collaboratively explore these principles as well as practical and effective implementation techniques that can be applied in the classroom.  

Throughout the year, fellows will identify small shifts to make in their courses, test them out where possible and establish methods for systematically (self-)examining their impact (i.e., how will I know it “worked”?).  

The First-Year Institute will take place in person, on campus, beginning in late August, followed by 12 sessions held during that academic year. Meeting dates and times will be determined after fellows have been selected to accommodate teaching schedules.

Meetings will be interactive and will include time for fellows to work on specific aspects of their course materials in the company of STEM colleagues and experts across campus.

Learning Objectives:

By the end of Year 1, fellows will be able to:

• Identify research-based practices to promote student engagement, increase equity in students’ experiences of their learning environments and support academic success
• Adapt inclusive practices to their teaching context  
• Collect and analyze formative student feedback to make iterative refinements

Program:

• Orientation & Kick-Off (refreshments provided)
• First-Year Institute:
  • Fall: Six 90-minute sessions held twice monthly from September to November
  • Spring: Six 90-minute sessions held twice monthly from February to April

Outcomes:

• Four to six pedagogical “lab notebook” submissions
• Collection of formative feedback from students
• Mini portfolio of teaching materials

Fellows who submit the materials above and attend all sessions of the First-Year Institute will receive recognition of participation. Fellows are encouraged to contact the facilitators if personal or scheduling conflicts arise to identify appropriate accommodations. 

Description:

The fellowship's second year will focus on a larger course (re)design effort through student learning and inclusion.  

Fellows will first participate in a five-day STEM Course Design Academy (typically held a couple weeks after Commencement) to (re)design a course they will teach in the fall semester of year two.

After completing the STEM Course Design Academy, participants will continue to develop their course design with support from a Center for the Advancement of Teaching, Learning, and Online Education (CATLOE) consultant through one-on-one consultation.  

Fellows will receive continuous support as they develop assessments, learning sequences, classroom activities and documents such as their syllabus and welcome letter.  

Fellows will also benefit from peer support by meeting regularly during the fall semester for a series of Inclusive Course Design and Teaching “Brown Bags” to discuss their experiences implementing their course design.  

Throughout the spring semester, fellows will have the option for continued support from an instructional consultant as they develop their ideas about and implementation of inclusive teaching.

Learning Objectives:

By the end of year two, fellows will be able to use research-based principles to:

• Design an inclusive course that supports student learning, growth mindset and sense of belonging
• Design course documents that support student learning, growth mindset and a sense of belonging in the course and the discipline  
• Design and facilitate a structured class meeting that effectively engages students in their learning using principles of inclusive teaching
• Identify and implement strategies to address teaching challenges, particularly those related to student persistence, engagement and equitable outcomes

Program:

• STEM Course Design Academy (mid-May of year one; five sessions, typically held from 10 a.m. to 3 p.m. with lunch provided)
• Fall: Six 60-minute Inclusive Course Design & Teaching “Brown Bag” sessions
• Spring: Individual meetings and check-ins as needed, and E³ Provost Fellows Celebration & Showcase

Outcomes:

• (Re)designed course, course documents and class meeting plan based on inclusive pedagogical practices  
• Reflective planning on inclusive teaching practice
• Collection of formative feedback from students  
• Presentation of fellowship activities

Fellows who complete the above and attend all program meetings will receive recognition of participation. Fellows are encouraged to contact the facilitators if personal or scheduling conflicts arise to identify appropriate accommodations.

Description:

Interested fellows may choose to take the lead in designing a mini project, with a focus on how inclusive teaching practices can be deliberately interwoven into their disciplinary expertise and research.  

Third-year fellows will be eligible to apply for internal funds to support a range of activities, including but not limited to:  

• Providing and receiving ongoing mentorship support
• Working on collaborative projects that center inclusive pedagogical techniques
• Developing proposals for external grant applications that require integration of education and research or implementing proposed projects
• Participating in and/or conducting classroom observations
• Creating subgroups with areas of interest
• Updating additional courses
• Creating inclusive STEM modules
• Opportunities for additional professional development

Guidance will be provided to ensure that fellowship projects can be reasonably completed within the academic year.

Learning Objectives:

By the end of year three, fellows will be able to:

• Use their continually developing expertise to support themselves and other colleagues engaging in course and teaching (re)design and refinement
• Engage in project-based work or other opportunities to incorporate inclusive teaching practices into their areas of disciplinary expertise and research

Outcomes:

• Third-year fellowship mini project

Additional Benefits:

• Eligible to apply for internal grant funds to support mini project
• Designation of Distinguished Equity and Excellence in Education (E³) Provost Fellow