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 ...

Navigating the bridge between theory and action: Validating the Partnership for Undergraduate Life Science Education (PULSE) Theory of Change
Heather Seitz, Johnson County Community College; Erika Offerdahl, Washington State University- Pullman; Carol Colbeck, University of Wisconsin-Milwaukee
The Partnership for Undergraduate Life Science Education (PULSE), a non-profit organization, provides life sciences departments at all types of US higher education institutions with training and resources to ...

From Lecture to Studio: The Story of MSU's Department of Physics and Astronomy
Marcos D. Caballero, Michigan State University; Paul W. Irving, Michigan State University; Daryl McPadden, Michigan State University; Vashti Sawtelle, Michigan State University; Cori Fata-Hartley, Michigan State University
Michigan State University's Department of Physics and Astronomy is engaged in a major transformation of its introductory courses for both physical science and engineering majors as well as life science majors. ...

Towards Servingness: Transforming STEM Education at Hispanic Serving Institutions
Vignesh Subbian, The University of Arizona; Guadalupe Lozano, The University of Arizona; Marla Franco, The University of Arizona
The number of higher education institutions earning the designation of Hispanic Serving Institution (HSI) has more than doubled between 2005 and 2018, and accounts for 15% of all non-profit, degree granting ...

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 ...

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 ...

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 ...

Measuring Systemic Change in Introductory Science Courses
Cori Fata-Hartley, Michigan State University
Michigan State University has adopted a transformation approach for introductory science courses based on the vision for science teaching and learning described in the NRC Framework for K-12 Science Education. 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, ...