Dear faculty,

I am writing with two exciting updates on the ongoing work of UVM’s Driving Change program funded by the Howard Hughes Medical Institute (HHMI). First, I am pleased to announce this year’s HHMI STEM Faculty Fellows, whose work will play a crucial role in the ongoing project of embracing Our Common Ground to create STEM learning environments in which all students thrive and belong:

  • Tricia Brown, Senior Lecturer, Department of Education, College of Education and Social Services
  • Laura Hill, Senior Lecturer, Department of Plant Biology, College of Agriculture and Life Sciences
  • Karsten Fatur, Lecturer, Department of Plant Biology, College of Agriculture and Life Sciences
  • Shelly Addison Rayback, Professor and Chair, Department of Geography and Geosciences, College of Arts and Sciences

These Faculty Fellows will lead year-long faculty communities of practice joining in inquiry, exploration, and pedagogical innovation. The Fellows will receive three weeks of intensive training over the summer while they develop their plan for a specific community of practice. During the 2025–26 academic year, the communities of practice will meet about once a month in a discussion format to learn about inclusive pedagogical approaches; they are open to all faculty teaching STEM courses, and enrollment will open when faculty return in August. Additionally, I am pleased to announce four funded HHMI projects to develop more inclusive and successful learning environments in STEM classrooms:

  • Teaching Teamwork as a Mechanism of Neuroinclusion (EE 2125 and EE 1100), Eva Cosoroaba and Amber Doiron, Department of Electrical and Biomedical Engineering, College of Engineering and Mathematical Sciences
  • Inclusive Transformation of the Classroom Environment and Pedagogy of two of Rubenstein’s required intro-level STEM courses (WFB 2010 and ENSC 1010), Arianna Chiapella and Kyle Whittinghill, Rubenstein School of Environment and Natural Resources
  • Enhancing Engagement, Belonging, and Success in Genetics Through Continual Assessment, with a Focus on First-Generation College Students (BCOR 2300), Linden Higgins and Melissa Pespeni, Department of Biology, College of Arts and Sciences
  • Restructuring of Exploring Biology 1 and 2 (BCOR 1400 and 1450), Marni Slavik, Department of Microbiology and Molecular Genetics, Larner College of Medicine and Bryan Ballif, Department of Biology, College of Arts and Sciences, along with the BCOR teaching team.

Thanks to everyone who participated in or led a community of practice during the 2024–25 academic year and to everyone who submitted a proposal. It was wonderful to see the commitment of our community to ensuring that all our students can be successful in their pursuit of STEM careers. Best,

Linda