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VT-MASTERI

The goal of the Virginia Tech Math and Science Teaching Enhancement and Reimagination Initiative (VT-MASTERI) is to improve the learning experience for, and academic success of, all students navigating through introductory math and science courses at Virginia Tech.

Specifically, we want to improve student…

  1. academic performance in foundational courses,
  2. retention in math and science majors, and
  3. progress to timely graduation.

Although this program is meant to serve ALL students participating in introductory science and math courses at Virginia Tech, we are specifically interested in improving academic success and outcomes for first-generation students and students experiencing financial stress.

Success will be defined by tracking DFW-drop rates in these courses as well as overall in-college retention rates and 4-year graduation rates.

The design and facilitation of this program will be a joint collaboration between the College of Science and Undergraduate Academic Affairs. 

Program leads include:

  • Michel Pleimling, Associate Dean for Academic Programs in College of Science
  • Jess Hoopengardner, Director of Student Success for Colleges of Science
  • Elijah Carter, Assistant Director for Instructional Support in CAUSE
  • Mags Blackie, Associate Director for Educational Research in CAUSE
  • Kelli Karcher, Advanced Instructor and Director of Undergraduate Academics in Math
  • Sarah Armstrong, Associate Vice Provost for Academic Success Initiatives
  • Stephen Biscotte, Assistant Vice Provost for Undergraduate Curriculum

Although there is a strong history of providing students with academic support and resources and bringing faculty and leadership together through externally funded grant programs and initiatives, we still have opportunities for improving the learning experience and academic success for students in introductory science and math courses.

Our proposed program is built on the Student Experience Project (SEP), a national ‘collaborative of university leaders, faculty, researchers and national education organizations committed to innovative, research-based practices to increase degree attainment by building welcoming learning environments and fostering a sense of belonging on campus.’

Universities who have participated in the project before (e.g. Colorado State, New Mexico, UT San Antonio, UW-Tacoma, etc.) saw an improvement in the student experience, particularly in first-generation students and students experiencing financial stress, as well as decreases in DFW rates (up to 20 percent less likely), higher grades, and even improved faculty teaching self-efficacy. UTSA saw a 2 percent improvement in DFW rates in College of Sciences courses from the year prior to participating in SEP.

Data from SEP collected in 2020-21 demonstrates that when the experience for students in the classroom improves over the course of the term, their likelihood of earning an A or B in the course increased, and their likelihood of earning a D, F, or W (withdrawal) decreased.

This program seeks to improve teaching practices and the learning experience where rubber hits the road: in the introductory science and math classroom.

Participants engage in the following activities as part of the VT-MASTERI community-of-practice:

  1. Program kickoff in May at The Summer Institute (1/2 day)
  2. Pre-course workshop in August (course design, syllabus work, first-day planning, etc.)
  3. Seven checkpoints in the fall (1 meeting per month) including:
    • 1 synchronous all-call meeting, 
    • 2-3 hybrid option ‘meetings’, and 
    • 3 asynchronous modules
  4. Have their students complete the brief, in-class student experience survey three times during the semester
  5. Final debrief meeting in March 2027

As a participant of VT-MASTERI, faculty fellows will be guided through the community of practice by the Center of Advancing Undergraduate Science Education (CAUSE) and the Office of Undergraduate Curriculum with curriculum informed by the Student Experience Project. Our community of practice is a space for faculty interested in collaborating with peers on campus to implement evidence-based teaching practices to improve student experience. Practices include revising syllabi, reviewing and revising course policies, utilizing new grading and feedback processes, and other evidence-based approaches that increase sense of belonging, convey a growth mindset, and foster institutional trust. Faculty will have the opportunity to get frequent student feedback about their classroom experiences, using Ascend, a survey tool that helps faculty reflect on and improve their teaching practices.

In recognition of their course enhancement work, VT-MASTERI Fellows will receive a stipend, a certificate/letter, and badges. Funding and tokens of recognition will be distributed upon completion of the program in March 2027.

We will post baseline data soon. 

After the first cohort completes the program in March 2027, we will post aggregate results and impact.