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 ...

Understanding and Enacting Math Department Change: An Approach in Four Frames
Naneh Apkarian, Arizona State University at the Tempe Campus
This poster reports on the analysis of a longitudinal study of change in a university mathematics department which revitalized and improved their precalculus/calculus program by implementing a series of strategies, ...

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% ...

Promoting and Sustaining Inclusivity Through (Minor) Changes In Undergraduate Science Assessment
Tommy Mayberry, University of Guelph; Sarah Ruffell, University of Pittsburgh-Bradford
Incorporating inclusivity within post-secondary classrooms is an institutional requirement of higher education. This project raises student awareness of the need for inclusivity in the classroom as well as in their ...

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 ...

Leading departmentally-based change initiatives: The Science Education Initiative Handbook
Stephanie Chasteen, University of Colorado at Boulder
Educational change efforts focused at the department level can be particularly powerful. Positive outcomes, however, are not automatic. This poster will share some of the big lessons-learned from the Science ...

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 ...

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 ...

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 ...

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 ...