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 ...

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 ...

Transforming STEM Education through Scaffolded Curricula
Mitchell Malachowski, University of San Diego; Jeffrey Osborn, The College of New Jersey
The involvement of undergraduate students in collaborative research with faculty is a proven and powerful pedagogy in view of the many educational benefits gained by students related to their cognitive, ...

A Framework for Integrated Competency-Based Education
Lisa Bosman, Purdue University-Main Campus; Prof. Abrar Hammoud, Purdue University-Main Campus
Over the past several years, competency-based education has been championed and implemented in vocational education, which prepares individuals for work in a variety of fields such as specialized trades, crafts, ...

Improving Learning by Transforming the Evaluation of Teaching: Resources, Challenges, and Change Processes
Gabriela Weaver, University of Massachusetts-Amherst; Andrea Follmer Greenhoot, University of Kansas Main Campus; Noah Finkelstein, University of Colorado at Boulder; Ann Austin, Michigan State University
Promoting widespread use of evidence-based educational practices (EBEPs) is an important and continuing challenge across higher education institutions. Achieving significant change in teaching and learning requires ...

Internships Across Disciplines
Jennifer Menon Parker, Johnson County Community College
The original vision of this project was to research how to help a dysfunctional biotechnology internship. In trying to discover a better methodology for one program, a conversation evolved regarding the need to ...

The Biology Teaching Assistant Project: Theory of Change for a Network
Elisabeth Schussler, The University of Tennessee; Grant Gardner, Middle Tennessee State University; Gili Marbach-Ad, University of Maryland-College Park; Kristen Miller, University of Georgia; Judith Ridgway, Ohio State University-Main Campus
The Biology Teaching Assistant Project (BioTAP) is an NSF-funded research coordination network with a goal to support evidence-based institutional change in biology graduate teaching assistant (GTA) teaching ...

On the RISE: Institutional transformation by harnessing synergies
Gita Bangera, Bellevue Community College
Transforming the culture of the third largest institution of higher education in the State of Washington is no small task; especially when that goal is to bring transformative learning including High Impact ...

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 ...

Panel Discussion: Opportunities and challenges in the funding landscape
(/details/images/194716.html) David Asai, Senior Director for Science Education, Howard Hughes Medical Institute David Asai is Senior Director for Science Education at the Howard Hughes Medical ...