Poster Presentations

QUBES: An education gateway for professional development, OER sharing, and project support
Sam Donovan, BioQUEST; Kristin Jenkins, BioQUEST; Jeremy Wojdak, Radford University
The Quantitative Undergraduate Biology Education & Synthesis (QUBES; qubeshub.org) project has adopted a "scientific gateways" model to accelerate undergraduate biology education reform. As such, ...

Leveraging Course-Based Communities of Transformation to Effect Change in STEM Education
Jill Nelson, George Mason University; Stephanie Foster, George Mason University; Carrie Klein, George Mason University; Jaime Lester, George Mason University; Laura Poms, George Mason University; Jessica Rosenberg, George Mason University; Robert Sachs, George Mason University
Studies across the STEM disciplines have shown that student engagement in active learning improves student attitudes toward STEM, retention in STEM majors, and understanding of key concepts, with greater impact on ...

A Simple Stochastic Model for Conceptualizing Organizational Change Initiatives
Lorne Whitehead, University of British Columbia; Scott Simkins, North Carolina A & T State University
Complex systems cannot be modeled exactly. However, simple approximate mathematical models can illustrate important factors, provide memorable terminology, offer plausible and memorable insights, and suggest new ...

Promoting and Sustaining Inclusivity Through (Minor) Changes In Undergraduate Science Assessment
Tommy Mayberry, University of Guelph; Sarah Ruffell, University of Pittsburgh-Bradford
Incorporating inclusivity within post-secondary classrooms is an institutional requirement of higher education. This project raises student awareness of the need for inclusivity in the classroom as well as in their ...

Leading departmentally-based change initiatives: The Science Education Initiative Handbook
Stephanie Chasteen, University of Colorado Boulder
Educational change efforts focused at the department level can be particularly powerful. Positive outcomes, however, are not automatic. This poster will share some of the big lessons-learned from the Science ...

Enrichment of a high-impact practice to promote STEM learning and build transferable skills in undergraduate students: Peer Supplemental Instruction at Georgia Gwinnett College
Cindy Achat-Mendes, Georgia Gwinnett College; Judy Awong-Taylor, Georgia Gwinnett College; Benjamin Shepler, Georgia Gwinnett College; Sonal Dekhane, Georgia Gwinnett College; Katherine Pinzon, Georgia Gwinnett College; Jennifer Hurst-Kennedy; Cynthia Johnson, Georgia Gwinnett College; Jamye Curry, Georgia Gwinnett College; Elizabeth Sudduth, Georgia Gwinnett College; Rashad Simmons, Georgia Gwinnett College; Chantelle Anfuso, Georgia Gwinnett College; Jennifer Hurst- Kennedy, Georgia Gwinnett College
Georgia Gwinnett College, a 4-year USG institution, has rapidly grown since 2006 to accommodate over 12,000 students. Our student population is ethnically diverse with 32% African American, 31% Caucasian, 21% ...

Improving opportunities for student learning in large enrollment undergraduate STEM courses through the development of instructional team members that focus independently on classroom management and student thinking
Jonathan Cox, University of Arizona
While overwhelming evidence in support of active learning has propelled many undergraduate courses toward transformation, instructors often encounter implementation challenges in large enrollment introductory STEM ...

Transforming the Educational Experience with High Impact Practices
Jaclyn Rivard, University of Southern Mississippi; sarah cox, Western Michigan University; Angela Willson-Conrad
High Impact Practices (HIPs) are widely tested and have demonstrated impact for students from a wide range of backgrounds (Kuh, 2008), including as an effective way to increase student retention among ...

Reforming core education in the Clark Honors College: Scaffolding liberal arts understanding in freshman and sophomore honors students
Samantha Hopkins, University of Oregon; Carol Paty, University of Oregon; Rebecca Lindner, University of Oregon; David Frank, University of Oregon; Daphne Gallagher, University of Oregon; Melissa Graboyes, University of Oregon; Gabriel Paquette, University of Oregon
The Clark Honors College at the University of Oregon teaches a liberal arts curriculum within the broader research university. During our external review, we realized that our core education curriculum needed ...

Inclusive Learning and Teaching in Undergraduate STEM Instruction
Bennett Goldberg, Northwestern University; Sarah Hokanson, Boston University; Tershia Pinder-Grover, University of Michigan-Ann Arbor; Sara Armstrong; Tazin Daniels; Nicole Tuttle; Susanna Calkins, Northwestern University; Omari Keeles; Don Gillian-Daniel, University of Wisconsin-Madison; Robin Greenler; Julia Savoy; Lucas Hill; Noah Green; Regina Frey; Alessandra York; Anna Conway; Sally Wilson; Judy Milton, University of Georgia; Zoe Morris; Regina Frey & Alessandra York, Washington University in St Louis; Anna Conway & Sally Wilson, Des Moines Area Community College
Our program will engage current and future STEM faculty in learning to teach more inclusively. Inclusive teaching reduces disparities around gender and among traditionally underrepresented minorities, as well as ...