Poster Presentations

Exploring Teaching Behaviors of Faculty by Context: An Analysis of Organizational Climate
Ivan Ceballos Madrigal, California State University-Fresno; Emily Walter, California State University-Fresno
Most faculty have knowledge of evidence-based instructional practices and access to the resources to carry them out. Despite this, efforts to transform postsecondary instruction have had only modest success (e.g. ...

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 ...

Transforming the Educational Experience with High Impact Practices
Jaclyn Rivard, University of Southern Mississippi; sarah cox, Western Michigan University;
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 ...

Building a better SET: An "outside-in" approach to developing and implementing improved student evaluations of teaching
Jessica Keating, University of Colorado at Boulder; Noah Finkelstein, University of Colorado at Boulder
Student evaluations of teaching (SETs) are a contentious, but ubiquitous, tool in teaching assessment. Wide-ranging stakeholders--from faculty assemblies to national organizing bodies to the courts--have recently ...

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; Chantelle Anfuso, 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, Georgia Gwinnett College; Cynthia Johnson, Georgia Gwinnett College; Jamye Curry, Georgia Gwinnett College; Elizabeth Sudduth, Georgia Gwinnett College; Rashad Simmons, 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, The 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 ...

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 ...

Facilitating Departmental, Programmatic, and Curricular Change through Traveling Workshops
Mitchell Bender-Awalt, Carleton College; David Blockstein, Bard College; Diane Doser, University of Texas at El Paso; Anne Egger, Central Washington University; Heather Macdonald, College of William and Mary; Cathy Manduca, Carleton College; Dallas Rhodes, Humboldt State University; Catherine Riihimaki, 2NDNATURE Software
Academic departments and programs in higher education face challenges in adapting to shifting institutional priorities, fluctuating budgets, evolving research landscapes, and changing employment prospects for ...

Thriving and surviving as non-traditional students: A Qualitative Study
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Background: Historically, the National Center for Education Statistics defined "nontraditional students" as older students who do not receive bachelor's degrees prior to age 25 because that age gap ...