Transforming STEM education using a multipronged systems approach and High Impact Practices (HIPs)
Allison D'Costa, Georgia Gwinnett College; Cindy Achat-Mendes, Georgia Gwinnett College; Judy Awong-Taylor, Georgia Gwinnett College; Tirza Leader, Georgia Gwinnett College; Clay Runck, Georgia Gwinnett College; Chantelle Anfuso, Georgia Gwinnett College; David Pursell, Georgia Gwinnett College; Thomas Mundie, Georgia Gwinnett College
Georgia Gwinnett College (GGC) is an open access institution that attracts a highly diverse population of students, including many from groups traditionally underrepresented in STEM education. To address the needs ...

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. ...

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 ...

Bringing an asset-based community development framework to university change work
Stephen Biscotte, Virginia Polytechnic Institute and State Univ; Najla Miranda Mouchrek, Virginia Polytechnic Institute and State Univ
In higher education, the impetus for change is often the identification of a specific need, problem-area, or under-performance. For example, the institution recognizes that their female retention rates in STEM are ...

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 ...