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 ...

National Academies' Roundtable on Systemic Change in Undergraduate STEM Education: Directions and Opportunities
Ann Austin, Michigan State University; Mark Rosenberg, Florida International University; Kerry Brenner, The National Academies; Noah Finkelstein, University of Colorado at Boulder
The National Academies for Sciences, Engineering, and Medicine has initiated a multi-year Roundtable on Systemic Reform in Undergraduate STEM Education to focus on the future of undergraduate STEM education and ...

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 ...

Student-driven approaches to adding discussions of race and racism to STEM courses
Monica Linden, Brown University; Bjorn Sandstede, Brown University
This presentation focuses on two new courses on race and gender in STEM at Brown University that were initiated by students. The first course on race and gender in the scientific community was run for a semester as ...

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 ...

Guided by Evidence: Changing the Disciplinary Culture of Teaching and Learning
Kaci Thompson, University of Maryland-College Park; Michelle Bertke, University of Maryland-College Park; Todd Cooke, University of Maryland-College Park; Joelle Presson, University of Maryland-College Park; Francisca Saavedra, University of Maryland-College Park; Patrick Sheehan, University of Maryland-College Park; Gili Marbach-Ad, University of Maryland-College Park
Students learn better when they are actively engaged in constructing knowledge, but teaching approaches that foster student engagement are far from widespread in undergraduate STEM classrooms. To remedy this, the ...

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 ...

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 ...

A Simple Stochastic Model for Conceptualizing Organizational Change Initiatives
Lorne Whitehead, University of British Columbia; Scott Simkins, North Carolina A & T State University
Complex systems cannot be modeled exactly. However, simple approximate mathematical models can illustrate important factors, provide memorable terminology, offer plausible and memorable insights, and suggest new ...