Poster Sessions

Each poster session will have exactly 25 minutes for all presenters to present their poster lightning talks. As each poster session has a different number of presentations, the amount of time given to each presenter will vary by room. Any remaining time can be used for questions. Presenters, please refer to the Presenter Guidelines page for the time allotted for your poster.

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Day 1 - Wednesday, June 9 - Enacting Transformation

Poster Session A (12:05 pm PT | 1:05 pm MT | 2:05 pm CT | 3:05 pm ET)

Session A-1: Faculty Development

  • Creating Pathways to Change: Professional Development Options in Inclusive Pedagogy
  • Core principles to guide and evaluate change: The TRESTLE Principles
  • A comparison of outcomes of intensive in-person and online instruction-focused professional development for undergraduate math instructors
  • Coordinating a Teaching Excellence Network: Preliminary findings from piloting Semester Support Groups that serve as bridges to span the research-to-practice divide
  • Supporting Departmental Change Efforts in Physics with Departmental Action Leadership Institutes (DALIs)
  • An Ecological Model for STEM Faculty Change

Session A-2: Learning Spaces/Communities

  • Development of a Faculty Learning Community to Transform STEM Teaching and Learning
  • How Grassroots Leaders Create Change in Undergraduate STEM Education
  • Fostering Faculty Engagement through Learning Analytics and Inquiry Communities
  • Adopting Smartphones as mobile computational laboratory for students from diverse socio-economic backgrounds
  • Transformation Through Community in Residential Academic Programs
  • Attributes of Faculty Learning Communities that Influence Faculty Attitudes and Practices
  • Choosing the right tool for the job: The role of traveling workshops in engaging math faculty in active teaching strategies
  • Metro Atlanta Wetlands Conservation Education Center

Poster Session B (12:40 pm PT | 1:40 pm MT | 2:40 pm CT | 3:40 pm ET)

Session B-1: Pedagogy & Assessment

  • Physics department culture of assessment and change: Results from the EP3 Chair's Survey
  • Rethinking Needs Assessment in Undergraduate STEM Education
  • Alternative Assessments in Large Enrollment Gateway Chemistry Courses
  • Student Success Through Evidence-based Pedagogies
  • Using exam wrappers to expose students to learning research changes study strategies
  • Simulated Field Experiences and Culturally Relevant Pedagogy among Teacher Candidates

Session B-2: Teaching Evaluation

  • Lessons Learned While Implementing a Framework for Assessing Teaching Effectiveness
  • Tools for Assessing Teaching in Promotion and Tenure
  • Enacting Department-Level Changes: Faculty Evaluations, Curriculum Reviews, and Self-Study Guidelines
  • A Scholarly Approach to Teaching Evaluation in Integrative Physiology
  • Adaptation of the TEval framework to Improve Teaching Evaluations within a Pharmacy Practice Department
  • Divide and Conquer: Changing the Culture of Teaching and Learning at the Department Level in a Research Intensive Institution
  • Assessing impact and visualizing progress of a campus-wide initiative to transform teaching evaluation
  • Just tell me what to do: Guides for departments who want more robust and equitable teaching evaluation

Day 2 - Thursday, June 10 - Pathways

Poster Session C (12:40 pm PT | 1:40 pm MT | 2:40 pm CT | 3:40 pm ET)

Session C-1: Engaging Multiple Stakeholders

  • Supporting Faculty to Communicate STEM Research to K-12 Teachers
  • Transforming Teaching in Mathematics with the COMMIT Network (COMmunity for Mathematics Inquiry in Teaching)
  • Connecting the dots in nursing practicum: Impact of Clinical Learning Triad.
  • A comparison of two collaborative approaches to departmental change
  • Exploration of the Relationship between Departmental Climate around Teaching and Adoption of Learner-centered Instructional Practice
  • Departments with high usage of active learning instruction: How did they get there?
  • The Boundary-Spanning, Disrupting, and Stabilizing Roles of a STEM Center and its Members in Facilitating Change

Session C-2: Serving Marginalized Communities

  • Thinking Strategically about System Change: Building Gender Equity in the Academy
  • Course-embedded Undergraduate Research Experiences: A 4-year CURE curriculum model for closing the performance gap in under-prepared and under-represented groups in STEM fields.
  • Working towards a Culture of Inclusive Teaching and Learning in Science and Mathematics at the University of British Columbia
  • Recognizing our Roles: how institutional actors create sense of belonging for African American students
  • Math Persistence through Inquiry and Equity (MPIE): A project for characterizing change at a two-year HSI
  • Topic Distributions in Latinx College Admissions Essays by Geography, Language, and Parental Education
  • Designing and Implementing a program to support undergraduate women in STEM
  • Moving beyond Access with a Data Collection Ecosystem to optimize Underrepresented Minority Student Persistence in STEM
  • Studying Successful Doctoral Students in Mathematics from Underrepresented Groups

Poster Session D (1:10 pm PT | 2:10 pm MT | 3:10 pm CT | 4:10 pm ET)

Session D-1: Organizational, Institutional & Departmental Change

  • What happened next? Reflections and career trajectories for discipline-based education specialists and next steps for embedded expertise at UBC.
  • Four Levers for SEISMIC Change
  • Investigating Individual and Departmental Change in the Context of Mathematics Graduate Student Professional Development for Teaching
  • Teaching for PROWESS: Supporting department-level change in community college mathematics
  • Theorizing Departmental Change in Early Undergraduate Math Courses: Leveraging Digital Resources to Influence Practice
  • The APS Inclusion, Diversity, and Equity Alliance
  • Using a Faculty Learning Community to Promote Student Metacognitive Skills

Session D-2: Student Experiences & Climate

  • A research incubator to navigate students into public health careers: The South Asian Health and Research (SAHARA) Group
  • Establishing "STEMM Identity" at USG
  • Partnership for Equity: A Multi-Institutional Initiative to Promote Inclusive Professional Identities in Engineering and Computer Science
  • Preparing for Undergraduate Research at Scale: A Hybrid Approach
  • Summer programing to enable success in STEM
  • Systemic Change Through the STEM Peer Mentors Program
  • Pre-professional development for undergraduates via afterschool support of students: A model for diversifying the STEM pipeline and supporting students
  • VIP as a means for improving access to undergraduate research and scholarly identity within the undergraduate curriculum

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