Vanderbilt University Logo
Skip to main content

STEM Training and Education Project (STEP)

Student writing on white board while addressing the class

STEP Programs

Learning Assistants & Course Assistants

In the Departments of Biological Sciences, Chemistry, Earth and Environmental Sciences, Neuroscience, and Physics, undergraduate students serve as peer educators and mentors in STEM courses they have already taken. These Learning Assistants take a pedagogy seminar, developed by and offered in collaboration with Peabody faculty, that helps them learn to facilitate discussions, foster deep thinking and conversation, and promote understanding of course material. LAs create opportunity for active learning in large enrollment courses, especially introductory courses. Learn more.

The Department of Psychology also offers a Learning Assistants program, in which LAs are trained in teaching techniques to facilitate modern approaches to pedagogy in psychology courses. Learn more.

In the Department of Mathematics, Course Assistants help students form connections in small groups while building the skills they need to succeed in college math courses. Math CAs receive the same pedagogical training as STEM LAs. Learn more.

MARC

The Vanderbilt NIH Maximizing Access to Research Careers (MARC) program provides students with enhanced mentoring, funding, research training, and career development opportunities and resources to prepare them for entry and success in biomedical Ph.D. and M.D./Ph.D. programs. Learn more.

START

The STEM Transition and Retention (START) program provides first- and second-year students with mentorship from graduate students, postdoctoral fellows, and faculty around research engagement, research careers, and STEM success. START offers an academic-year mentoring program as well as summer research fellowships. Learn more.

Faculty Learning Communities

In an effort to ensure that STEM faculty are best supporting students and helping them thrive, faculty participate in learning communities to share best practices, tackle shared challenges, workshop curricular issues, and ultimately empower all students to succeed.

Through the learning communities, our faculty engage in:

  • Continuing education, sharing the most effective approaches to STEM pedagogy.
  • Enhanced curricula, conducting faculty-led assessment and revisions of introductory STEM courses.
  • Student empowerment and leadership, implementing Learning Assistants throughout the STEM curriculum.

HHMI Driving Change

The Howard Hughes Medical Institute Driving Change program aims to effect genuine and lasting culture change on campuses so all students can excel in STEM and pursue graduate study and successful careers in STEM fields. The program develops activities that support student success in STEM, creates a more expansive STEM learning environment, and convenes a learning community of Driving Change institutions.

Driving Change at Vanderbilt

Vanderbilt was awarded an initial $60,000 grant in 2021 to participate in the program. Through the grant, the university has:

  • Conducted an in-depth institutional self-study assessing barriers to success in STEM education. This study involved a faculty survey, an analysis of student retention, and an analysis of student performance in, and perception of, STEM courses.
  • Partnered with the College of Arts & Science to host an annual conference highlighting ongoing undergraduate STEM education and training efforts at the university.