http://www.rssboard.org/rss-specification 720 https://escholarship.org/uc/isee_pdp20yr_profdev/rss Recent eScholarship items from Professional Development Fri, 15 May 2026 04:06:45 +0000 https://escholarship.org/uc/item/6b2108tk Introduction: 20 Years of ISEE https://escholarship.org/uc/item/6b2108tk Fri, 14 Oct 2022 00:00:00 +0000 Seagroves, Scott Barnes, Austin Metevier, Anne J Porter, Jason Hunter, Lisa https://escholarship.org/uc/item/9dq6b611 In many organizations (e.g., higher education, non-profits, small companies), individuals are called upon to lead small groups of people to complete one or more tasks both in formal roles and in informal settings. For example, department heads, committee chairs, project leads, and program managers are all roles that require an individual to utilize leadership skills to lead their team to the successful completion of the tasks at hand. However, in many science, technology, engineering, and math (STEM) fields and their associated jobs, training and support in leadership development are often lacking. To meet this need, the Institute for Scientist and Engineer Educators (ISEE) at the University of California - Santa Cruz (UCSC) made supporting and mentoring leadership de-velopment a key component of the Professional Development Program (PDP) for graduate stu-dents and postdoctoral scholars in STEM, which ran for over 20 years. Building off of the ISEE leadership development model... https://escholarship.org/uc/item/9dq6b611 Fri, 16 Sep 2022 00:00:00 +0000 Tarjan, L. Max Raschke, Lynne Hunter, Lisa https://escholarship.org/uc/item/9cx4k9jb It seems intuitive that effective learning experiences in science, technology, engineering and mathematics (STEM) should be inclusive and should mirror authentic STEM as practiced by professionals. However, it is less intuitive what an authentic, inclusive STEM learning experience (AISLE) should look like or include. Over the course of 20 years, the Institute for Scientist & Engineer Educators (ISEE) has grappled with this question, developing and refining a framework of six key elements of authentic and inclusive STEM learning experiences. Here, we present this framework, which grew from an exploration of what “scientific inquiry” means in the context of teaching and learning, and expanded to include practices and norms that are valued in engineering fields. ISEE’s framework is the cornerstone of its Professional Development Program (PDP), which trained early-career science and engineering professionals to teach STEM effectively, primarily at the college level, from 2001-2020.... https://escholarship.org/uc/item/9cx4k9jb Fri, 16 Sep 2022 00:00:00 +0000 Metevier, Anne J. Hunter, Lisa Seagroves, Scott Kluger-Bell, Barry Quan, Tiffani K. Barnes, Austin McConnell, Nicholas Palomino, Rafael https://escholarship.org/uc/item/7p80r3cp We describe how to facilitate an organizational Diversity, Equity, Inclusion (DEI) cultural trans-formation utilizing The Transformation Trifecta (TTT) leadership model which includes three steps: learn, integrate, act. The differentiator of this model is the integration step which is often left out of DEI education yet necessary since the majority of behaviors that propagate oppression are unconscious and manifest through implicit bias or microaggressions that are subtle yet impact-ful. It is necessary to engage an approach that goes beyond the thinking mind in order to shift un-derlying beliefs through rewiring neural pathways that inform the creation of new behaviors in re-sponse to embodying new information. This exploration applies the Transformation Trifecta model to the first phase of an organizational DEI cultural shift meant to increase inclusivity and belong-ing. Additionally, the exploration will include the research-backed education tool of backward de-sign included... https://escholarship.org/uc/item/7p80r3cp Fri, 16 Sep 2022 00:00:00 +0000 Corrado, Carley LiSára, L.D.Y. Pacheco, Candice Summer, Ivy Kotadia, Shaila https://escholarship.org/uc/item/46p8j3t6 In teaching for experiential learning, we measure our success not by how well we presented the material or designed an activity but by how well our students learned. Facilitation, the moment-to-moment twists and turns of live interactions between educators and learners, is a critical tool for student learning. Over the 20 years of the Professional Development Program (PDP), we have refined our articulation of the desired learning outcomes and have developed a set of strategies and “moves” that contribute to attaining those outcomes. Here, we examine these as well as describe materials and training developed in the PDP to build the skills of novice facilitators. https://escholarship.org/uc/item/46p8j3t6 Fri, 16 Sep 2022 00:00:00 +0000 Kluger-Bell, Barry Barnes, Austin Seagroves, Scott Ball, Tamara Metevier, Anne J. McConnell, Nicholas Palomino, Rafael Hunter, Lisa