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 ...

The Sky is the Limit: A Learning Community for Undeclared Students--A Sustainable Investment in Student Success and Retention
Stacey Barnes, Iowa State University; Jenifer N. Saldanha, Michigan State University; MaKayla B. Schroeder, Minnesota State University Moorhead; Andrew J. Sage, Lawrence University; Jo Anne Powell-Coffman, Iowa State University; Craig Ogilvie, Iowa State University; Clark Coffman, Iowa State University
Student learning communities have proven to be a consistently powerful strategy for promoting student success. At Iowa State University, approximately 78% of freshmen belong to learning communities, and this ...

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 ...