An evaluation of the differential effects of the prerequisite pathways on student performance in an introductory biology course
Amy Kulesza, Ohio State University-Main Campus; Jerome D'Agostino, Ohio State University-Main Campus; Judith Ridgway, Ohio State University-Main Campus
For almost a century, researchers and educators have been asking the question, does a prerequisite science course achieve its goal of preparing students for a subsequent course? Although early studies have shown ...

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 ...

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 ...

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, ...

Fostering interdisciplinary, cross-institutional collaboration to provide undergraduate STEM students with authentic learning experiences
Kelly McDonald, California State University-Sacramento; Thomas E. Landerholm, California State University-Sacramento
The Sustainable Interdisciplinary Research to Inspire Undergraduate Success (SIRIUS) Project is broadening participation and institutional capacity for STEM learning at Sacramento State by integrating research ...

Partnering with Peer Leaders to create inclusive academic support environments
Jennifer Lundmark, California State University-Sacramento; Enid Gonzalez-Orta, California State University-Sacramento; Kelly McDonald, California State University-Sacramento
The Science and Math Success Center at Sacramento State houses a number of peer support p performance and retention. The Success Center's three main programs, Peer-Assisted Learning (PAL), Science Educational ...

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 ...

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 ...

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 ...