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 ...

Enrichment of a high-impact practice to promote STEM learning and build transferable skills in undergraduate students: Peer Supplemental Instruction at Georgia Gwinnett College
Cindy Achat-Mendes, Georgia Gwinnett College; Chantelle Anfuso, Georgia Gwinnett College; Judy Awong-Taylor, Georgia Gwinnett College; Benjamin Shepler, Georgia Gwinnett College; Sonal Dekhane, Georgia Gwinnett College; Katherine Pinzon, Georgia Gwinnett College; Jennifer Hurst- Kennedy, Georgia Gwinnett College; Cynthia Johnson, Georgia Gwinnett College; Jamye Curry, Georgia Gwinnett College; Elizabeth Sudduth, Georgia Gwinnett College; Rashad Simmons, Georgia Gwinnett College
Georgia Gwinnett College, a 4-year USG institution, has rapidly grown since 2006 to accommodate over 12,000 students. Our student population is ethnically diverse with 32% African American, 31% Caucasian, 21% ...

Transforming the Educational Experience with High Impact Practices
Jaclyn Rivard, University of Southern Mississippi; sarah cox, Western Michigan University;
High Impact Practices (HIPs) are widely tested and have demonstrated impact for students from a wide range of backgrounds (Kuh, 2008), including as an effective way to increase student retention among ...

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 ...

Building a better SET: An "outside-in" approach to developing and implementing improved student evaluations of teaching
Jessica Keating, University of Colorado at Boulder; Noah Finkelstein, University of Colorado at Boulder
Student evaluations of teaching (SETs) are a contentious, but ubiquitous, tool in teaching assessment. Wide-ranging stakeholders--from faculty assemblies to national organizing bodies to the courts--have recently ...

Thriving and surviving as non-traditional students: A Qualitative Study
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Background: Historically, the National Center for Education Statistics defined "nontraditional students" as older students who do not receive bachelor's degrees prior to age 25 because that age gap ...

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 ...

Exploring Teaching Behaviors of Faculty by Context: An Analysis of Organizational Climate
Ivan Ceballos Madrigal, California State University-Fresno; Emily Walter, California State University-Fresno
Most faculty have knowledge of evidence-based instructional practices and access to the resources to carry them out. Despite this, efforts to transform postsecondary instruction have had only modest success (e.g. ...

Development of an integrative, student-centered program to improve student progression and retention.
Jennifer Louten, Kennesaw State University
Student retention and progression are critical issues for academic institutions. Student attrition directly translates into a loss of tuition income, fees, and alumni contributions (Stillman 2009). Moreover, it ...

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 ...