Sustaining Institutional Change for Inclusive Excellence
Jill Sible, Virginia Polytechnic Institute and State Univ; Jeremy Wojdak, Radford University; Laura Gough, Towson University; Patrice Moss, Trinity Washington University; Najla Miranda Mouchrek, Virginia Polytechnic Institute and State Univ
Inclusive Excellence as a concept unifies our best aspirations for equitable student success in higher education, evidence-based pedagogical reform, and the value of a diverse and diversely educated populace. ...

The REFLECT Project: Spreading Evidence-Based Teaching in STEM
Stephanie Salomone, University of Portland; Heather Dillon, University of Portland; Eric Anctil, University of Portland; Valerie Peterson, University of Portland; Carolyn James, University of Portland; Tara Prestholdt, University of Portland
This interactive session explores how REFELCT, an NSF-funded project underway at XXXX University, is shifting teaching culture toward the adoption of evidence-based practices. This interactive session includes ...

Mentoring Faculty Course Reform Teams to Disseminate Evidence-based Reforms and Engage Departments
Andrew Feig, Wayne State University; Sara Kacin, Wayne State University
One of the greatest challenges with implementing evidence-based reforms of STEM teaching is engaging research-focused tenure-track faculty. In many cases, these faculty need the right mix of incentives and ...

Measuring Systemic Change in Introductory Science Courses
Cori Fata-Hartley, Michigan State University
Michigan State University has adopted a transformation approach for introductory science courses based on the vision for science teaching and learning described in the NRC Framework for K-12 Science Education. This ...

Pursuing systemic change in undergraduate STEM education through Departmental and Leadership Teams for Action (DeLTA)
Tessa Andrews, University of Georgia; Sarah Covert, University of Georgia; Erin Dolan, University of Georgia; Paula Lemons, University of Georgia
The DeLTA project aims to promote comprehensive change in thinking and culture related to undergraduate STEM education at the University of Georgia. Our approach is multi-level; we are convening and supporting the ...

Using Data-Driven Faculty Professional Development To Promote Change In Undergraduate Education
Gili Marbach-Ad, University of Maryland-College Park; Carly Hunt, University of Maryland-College Park; Patrick Sheehan, University of Maryland-College Park; Kaci Thompson, University of Maryland-College Park
Employers in Science, Technology, Engineering, and Mathematics (STEM) fields report that recent graduates are deficient in important workplace skills (e.g., collaboration, professional writing). This has motivated ...

Spreading teaching-reform efforts at the University of Arizona
Lisa Elfring, The University of Arizona; Jonathan Cox, The University of Arizona
It can be difficult for individuals within higher-education institutions to move their work in reformed, evidence-based instruction from the individual to an institutional-adoption level (Foote, Knaub, Henderson, ...

Putting the Teaching Quality Framework Initiative into action: A case-study comparison of three departments engaged in transforming teaching evaluation
Sarah Andrews, University of Colorado at Boulder; Jessica Keating, University of Colorado at Boulder; Joel Corbo, University of Colorado at Boulder; Mark Gammon, University of Colorado at Boulder; Daniel Reinholz, San Diego State University; Noah Finkelstein, University of Colorado at Boulder
The Teaching Quality Framework (TQF) Initiative seeks to create a process and tools for systemic transformation of departmental evaluation of teaching. As part of the Bay View Alliance and NSF funded TTEVAL ...

Transforming the Teaching of Thousands: Promoting Evidence-based Practices at Scale
Kay Halasek, Ohio State University-Main Campus; Andrew Heckler, Ohio State University-Main Campus
What happens when a Research I university president charges a group of faculty thought leaders with questioning the standard paradigm of instruction and envisioning a system that more effectively promotes continual ...

Consortium for the Advancement of Undergraduate STEM Education: CAUSE for Transformation to Evidence-based Teaching Practices
Mary Pat Wenderoth, University of Washington-Tacoma Campus; Jennifer Doherty, University of Washington-Tacoma Campus; Deborah Wiegand, University of Washington-Tacoma Campus
We have created the Consortium for the Advancement of Undergraduate STEM Education (CAUSE) to implement evidence-based teaching in STEM departments at Univeristy of Washington. The goal of CAUSE is to transform the ...

Five-years of undergraduate STEM Education Reform at Western Washington University, Whatcom Community College, and Skagit Valley College: Progress, Challenges, and Next Steps
Ed Geary, Western Washington University; Shannon Warren, Western Washington University
Change at the Core (C-Core) is a multi-institutional, multi-disciplinary, undergraduate STEM Education reform project at Western Washington University (WWU), Whatcom Community College (WCC), and Skagit Valley ...

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 ...

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 ...

QUBES: An education gateway for professional development, OER sharing, and project support
Sam Donovan, BioQUEST Curriculum Consortium; 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, ...

Open Educational Resources: How to rethink the textbook from multiple perspectives
James morris, Purdue University-Main Campus
This poster will outline the value of Open Educational Resources (OER), while focusing on the strategies available for implementation in Higher Education. Strategies will emphasize approaches to take from an ...

Assessing the Diffusion of Guided-Inquiry Physical Chemistry Laboratory Experiments Through Faculty Workshops
Dilhara Liyanage, Virginia Commonwealth University
The POGIL-PCL Project has implemented the principles of Process Oriented Guided Inquiry Learning (POGIL) to improve student learning in the physical chemistry laboratory (PCL) course. Inquiry-driven physical ...

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 ...

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 ...

Inclusive Learning and Teaching in Undergraduate STEM Instruction
Bennett Goldberg, Northwestern University; Sarah Hokanson, Boston University; Tershia Pinder-Grover, University of Michigan-Ann Arbor; Susanna Calkins, Northwestern University; Don Gillian-Daniel, University of Wisconsin-Madison; Regina Frey & Alessandra York, Washington University in St. Louis; Anna Conway & Sally Wilson, Des Moines Area Community College; Judy Milton, University of Georgia
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 ...

Transforming STEM gateway courses: or How we learned to stop worrying about just one approach and love the different pathways
Shanna Shaked, University of California-Los Angeles
One of the main goals of UCLA's Center for Education Innovation and Learning in the Sciences is to broaden student success in STEM. Working with institutional research folks, we identified the persistence ...

Building and Facilitating a Multi-Institutional Collaboration to Support Systemic Change: Insights from the Next Generation of STEM Teacher Preparation Programs in Washington State
Ed Geary, Western Washington University; Ann McMahon; Roxane Ronca, Western Washington University
Washington State is an NGSS and CCSS adoption state. Consequently, every Science and Mathematics Teacher Preparation program needs to make changes to prepare future teachers to be NGSS and/or CCSS ready when they ...

Bringing social network analysis to higher education: How do peer interactions inform teaching decisions?
A. Kelly Lane, University of Nebraska at Lincoln; Marilyne Stains, University of Virginia
Despite the repeated calls for the widespread use of evidence-based instructional practices (EBIPs), faculty cite various barriers to adoption of these practices. Many instructional change initiatives have ...