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 ...

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% ...

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, ...

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 ...

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 ...

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 ...

QUBES: An education gateway for professional development, OER sharing, and project support
Sam Donovan, BioQUEST Curriculum Consortium; Kristin Jenkins, BioQUEST; Jeremy Wojdak, Radford University
The Quantitative Undergraduate Biology Education & Synthesis (QUBES; qubeshub.org) project has adopted a "scientific gateways" model to accelerate undergraduate biology education reform. As such, ...

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 ...

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 ...

Facilitating Departmental, Programmatic, and Curricular Change through Traveling Workshops
Mitchell Bender-Awalt, Carleton College; David Blockstein, Bard College; Diane Doser, University of Texas at El Paso; Anne Egger, Central Washington University; Heather Macdonald, College of William and Mary; Cathy Manduca, Carleton College; Dallas Rhodes, Humboldt State University; Catherine Riihimaki, 2NDNATURE Software
Academic departments and programs in higher education face challenges in adapting to shifting institutional priorities, fluctuating budgets, evolving research landscapes, and changing employment prospects for ...