The REFLECT Project: Spreading Evidence-Based Teaching in STEM
Stephanie Salomone, University of Portland; Heather Dillon, University of Portland; Eric Anctil, University of Portland; Valerie Peterson, University of Portland; Carolyn James, University of Portland; Tara Prestholdt, University of Portland
This interactive session explores how REFELCT, an NSF-funded project underway at XXXX University, is shifting teaching culture toward the adoption of evidence-based practices. This interactive session includes ...

Mentoring Faculty Course Reform Teams to Disseminate Evidence-based Reforms and Engage Departments
Andrew Feig, Wayne State University; Sara Kacin, Wayne State University
One of the greatest challenges with implementing evidence-based reforms of STEM teaching is engaging research-focused tenure-track faculty. In many cases, these faculty need the right mix of incentives and ...

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 ...

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, ...

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 ...

Characterizing departmental culture and assessing change with the DELTA survey
Courtney Ngai, Colorado State University; Daniel Reinholz, San Diego State University
There have been many change initiatives to improve undergraduate education, but despite investment of significant resources, implemented changes do not always last. Researchers in organizational change suggest that ...

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 ...