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 STM Leadership 



 STM Leadership

Trend Two:  Expand our capacity to create and ethically utilize science, mathematics and technology to solve a number of the most challenging crises we face today.

The very nature of higher education involves the creation, collection, analysis, and dissemination of information.  As STM areas become increasingly important in the functioning of society, the very essence of what we as educators do changes as well.  For example, the roles and definitions of classrooms, textbooks, libraries, student-faculty communication and research are all being transformed by ubiquitous computing and the technologies of information.  As new disciplines are born, disciplinary mutation and interdisciplinary cross-fertilization becomes widespread rather than exceptional.

To meet the STM-specific needs of the students, Slippery Rock University must place a proactive emphasis on supporting STM disciplines, and on increasing student awareness of the role STM plays in modern society.  In addressing student education in the STM areas, it is necessary to consider the needs of students whose career goals lie within STM majors as well as those students in other, non-STM areas.  As a result, Slippery Rock University must further develop STM content and provide substantial support for STM educational experiences in all areas of the curriculum.  In particular, a greater emphasis on exposure to STM content in the Liberal Studies Program is necessary to ensure adequate student preparation.  Especially in STM-oriented majors, institutional support for the acquisition of cutting-edge technology, including both science instrumentation and computational resources, is necessary to ensure that students entering STM fields upon graduation have the skills needed for success.  In addition, Slippery Rock University recognizes the strategic imperative of nurturing a culture of ethical thinking at all levels of the institution, and assuring that ethical decision making is emblematic of the SRU experience.

In meeting these goals, Slippery Rock University envisions that students earning a degree, whether in STM disciplines or not, will possess certain STM-related competencies, which will contribute significantly to the students’ future success.

Science, Technology and Mathematics Student Competencies

Students earning a degree in any discipline are expected to have …

  • A firm educational foundation permitting them to appreciate the critical roles that STM plays in the productive functioning of modern society
  • An increased capacity to critically evaluate and make informed decisions about the content and ethics associated with the increasing number of societal issues that are STM-related
  • An appreciation of the importance and application of the scientific method to STM-related studies

In addition, students earning a degree in STM disciplines are expected to have …

  • A firm educational foundation in knowledge areas specific to their respective disciplines
  • A significant skill set in the use of relevant modern technologies, which will enhance post-graduation employment opportunities, long-term productivity, and ability to contribute to the advancement of their respective areas

Specific Strategic Goals

To address the long-term STM educational needs of students at Slippery Rock University, the following strategic goals are being adopted.  Each of the strategies is linked to the institutional accountability measures (IAM) listed in the appendix

SRU Goal - Slippery Rock University will increase new and enrolled student interest and participation in Science, Technology and Mathematics disciplines [IAM 1, 4, 10, 13]

The Office of Retention Services will coordinate campus efforts to improve the graduation rates in STM areas

Track graduation and retention rate of freshman cohort-grouped undergraduate students in STM areas:  Number of students enrolled in science and technology areas using CIP codes 03, 14, 15, 26, 40, 48 and 45072 for science. 

BASELINE     591 students (Fall 2003)

636 students, up 5.8% majored in science and technology as compared to 599 students enrolled in fall 2006. (Fall 2007)

710 students, up 11.6%, majored in science and technology as compared to 636 students enrolled in fall 2007. (Fall 2008)

790 students, up 11.3%, majored in science and technology as compared to 710 students enrolled in fall 2008. (Fall 2009)

765 students, down 3.2%, majored in science and technology as compared to 790 students enrolled in fall 2009. (Fall 2010)

The Center for Undergraduate Research will promote the SRU Research Symposium as a venue to stimulate interest in STM areas

The number of undergraduate students participating in the symposium

91 people presented 44 projects, 61 students (42 undergrads; 19 graduates), 23 faculty, 2 staff, 5 outside faculty (2003 Symposium)

129 people presented 44 projects: 91 students (77 undergraduates, 14 graduates), 35 faculty advisors, 3 outside participants (2008 Symposium). Under the guidance of the Director of the Library, the Research Symposium is showing a 57% increase in participation (2007-2008 Symposium)

151 people presented 43 projects: 122 students (112 undergraduates, 10 graduates), 29 faculty advisors. Under the guidance of the Director of the Library, the Research Symposium is showing a 17% increase in participation (2008-2009 Symposium)

155 people presented 74 projects; 104 students (95 undergraduates and 9 graduates), 51 faculty advisors. Under the guidance of the Director of the Library, the Research Symposium is showing an 8% increase in participation (also an increase of 72% in presentations over 2008-09 although a decrease of 18 students participating due to a smaller number of group projects represented.)  (2009-2010 Symposium)

129 people presented 63 projects at the Symposium for Student Research, Scholarship, and Creative Activity: 99 students (95 undergraduates and 4 graduates), and 38 faculty advisors.  Under the guidance of the Director of the Library, the Research Symposium is showing a 15% decrease in projects over 2009-2010 and a 17% decrease in overall participation, although the same number of undergraduate students presented in 2010/11 compared to the previous year. The decrease in participation is largely due to less faculty participation. (2010-2011 Symposium)

SRU Goal - Slippery Rock University will increase student achievement in STM areas by providing challenging curricular, co-curricular, and extracurricular experiences, with engaging instruction, and with assessments that encourage real world, inquiry-based problem solving [IAM 1, 2, 3, 4, 5, 7, 8, 16]

Academic Affairs will support student/faculty collaborative research projects in STM areas

Resource allocation by the university (U), College of Health, Environment and Science (CHES), and/or Academic Affairs (AA) for faculty/student research projects

2003-2004: $38,988 (U)

2007-2008: $35,000 (U), $10,524 (CHES);

2008-2009: $35,000 (U), $18,982 (CHES), $5000 toward 10 student researcher awards (AA)

2009-2010: $35,000 (U), $14,516 (CHES), $5000 toward 10 student researcher awards (AA)

2010-2011: $35,000 (U), $18,079 (CHES), $5,000 toward 10 grant awards of $500 each to student researchers (AA).  

Academic Affairs will support STM-oriented co- and extracurricular initiatives such as on-campus workshops, lecture series for students and faculty on modern trends affecting STM disciplines, field experiences, and cross-disciplinary endeavors

Resource allocation and number of opportunities

To be established

Academic Affairs and University Advancement will support and expand initiatives, such as the business incubator, that have the potential to provide students with real-world experience in STM areas

Number of initiatives impacting students in STM areas

To be established

SRU Goal - Slippery Rock University will provide technological resources to facilitate learning, research, and professional development for students, faculty and staff in STM areas [IAM 2, 3, 5, 8]

ACTION         Information Administrative Technology Services will provide timely training for students, faculty, and staff in emerging technologies available on campus

MEASURE     Number of training opportunities

BASELINE     To be established


Steering Committee  

President Cheryl J. Norton
Dr. Philip Way
Ms. Molly Mercer
Dr. Robert Watson
Ms. Barbara Ender
Ms. Rita Abent
Ms. Tina Moser
Mr. Eliott Baker
Dr. Nancy Barta-Smith
Ms. Carrie Birckbichler
Dr. John Bonando
Dr. Patrick Burkhart (APSCUF)
Dr. Patti Campbell
Mr. Herb Carlson
Dr. Jerry Chmielewski
Mr. Rogers Clements (SGA)
Dr. Cornelius Cosgrove
Ms. Lorraine Craven
Dr. Keith Dils

Dr. Thomas Flynn 
Dr. Susan Hannam
Ms. Mary Hennessey
Dr. Athula Herat
Ms. Samantha Kelly
Ms. Mary Ann King
Mr. Paul Lueken
Dr. Jeffrey Lynn
Ms. Holly McCoy
Ms. Lynne Motyl
Dr. Randall Nichols
Dr. Paula Olivero
Ms. Deb Pincek
Dr. Katrina Quinn

Mr. Regis Schiebel
Ms. Kelly Sladden (ARHS)
Dr. Langdon Smith
Dr. Steven Strain
Ms. Melissa Teodoro
Mr. Philip Tramdack
Dr. Eva Tsuquiashi-Daddesio
Mr. Tom Watson (AFSCME)
Dr. Amanda Yale