When Seeing is Believing: Generalizability and Decision Studies for Observational Data in Evaluation and Research on Teaching
Tim Weston, University of Colorado at Boulder; Charles Hayward, University of Colorado at Boulder; Sandra Laursen, University of Colorado at Boulder
Structured classroom observations are widely used in research and evaluation of STEM classrooms to characterize teaching and learning activities. Because conducting observations is typically resource intensive, it ...

A theoretical perspective on sustaining an education change initiative
Ann Sitomer, Oregon State University; Kathy Quardokus Fisher, University of Notre Dame
Some education change initiatives focus on developing programs intended to promote long-lasting, large-scale improvement to undergraduate education. When initiatives are launched by temporary external funding, ...

Walking the walk of complex systems: Moving beyond "doing change" to build systemic capacity
John Morelock, University of Georgia
In their landmark publication ten years ago, Henderson, Beach, and Finkelstein (2011) advocated that STEM institutions must be viewed as complex systems for long-term change initiatives to be successful. That ...

Defining a T1 University
Christine Cutucache, University of Nebraska at Omaha; Stephanie Salomone, University of Portland; Eric Anctil, University of Portland; Heather Dillon, University of Washington-Tacoma Campus; Carolyn James, University of Portland; Valerie Peterson, University of Portland; Tara Prestholdt, University of Portland
Institutions of higher education are experiencing a paradigm shift. Research activity has long been seen as separate from teaching and of greater value to the institution's prestige and impact. We take the ...

Elevating Student Experience to Transform STEM Education
Samantha Levine, APLU; Laurel Hartley, University of Colorado at Denver and Health Sciences Center; Sushilla Knottenbelt, University of New Mexico-Main Campus
Over a decade of research on learning mindsets – such as belonging, growth mindset, and purpose – demonstrates that positive experiences of community, belonging, and academic support on campus and in the ...

Achieving sustained change through multi-institutional collaboration
Andrea Follmer Greenhoot, University of Kansas Main Campus; George Rehrey, Indiana University-Bloomington; Lorne Whitehead, University of British Columbia
ASCN is an established lever for engaging faculty, administrators, and policy makers in careful thinking about improvement in undergraduate teaching and learning, providing opportunities to explore and analyze ...

Pooling Knowledge for Rapid Response: Covid-19 Prompted a Network of Research Universities to Share Best Practices for Assessing Student Learning Online
Joshua Potter, University of Kansas Main Campus; Linda Slakey, University of Massachusetts-Amherst; Doug James, University of North Carolina at Chapel Hill
The sudden and wholesale shift in March 2020 away from brick-and-mortar classrooms and toward hybrid and online teaching due to the pandemic was experienced by most faculty as a crisis moment. For many faculty ...

Presentations: Session V
Skip to Main ContentSkip to Navigation Login Working together to promote sustainable change in higher education Presentations: Session V Thursday 9:30 am â 9:55 ...

Session VIII
Skip to Main ContentSkip to Navigation Login Working together to promote sustainable change in higher education Session VIII Thursday 1:10 pm â 1:35 pm PT / 2:10 ...

Presentations: Session VII
Skip to Main ContentSkip to Navigation Login Working together to promote sustainable change in higher education Presentations: Session VII Thursday 12:40 pm â ...

The Role of Course-Based Communities of Transformation in Moving Toward Active Learning: What We Learned about Supporting Change During the Pivot to Online Learning
Jill Nelson, George Mason University; Jessica Rosenberg, George Mason University; Robert Sachs, George Mason University
Student engagement in active learning has been shown to improve retention and understanding, but effecting sustained change in STEM instruction has proven challenging, particularly in large courses. In this ...

Organization-focused Networks as Levers for Change: A Research-Based Theoretical Framework to Conceptualize their Work
Ann Austin, Michigan State University; Susan Singer, Rollins College; Vicki Baker, Michigan State University; Adam Grimm, Michigan State University; Levi B Shanks, Michigan State University; Mathew Devereaux, Michigan State University
Networks are a powerful lever for advancing improvements in STEM education by leveraging sustained collaboration focused on a common goal. This proposed workshop will provide an opportunity for ASCN attendees to ...

Connecting Project Principles and a Theory of Change to Practice: Departmental Action Teams
Sarah Wise, University of Colorado at Boulder; Courtney Ngai, Colorado State University; Joel Corbo, University of Colorado at Boulder
Every change effort needs a solid foundation in order to achieve its desired impacts. We have found that project principles and a Theory of Change (TOC) provide such a foundation for the Departmental Action Team ...

Intentional Diversification of a Multi-institutional Community of Practice Network
Tracie Reding, University of Nebraska at Omaha; Kelly Gomez Johnson, University of Nebraska at Omaha
This presentation will highlight the process the COMunities for Mathematics Inquiry in Teaching Network (COMMIT) developed to ensure diversification in their second round of on-boarding regional COMMITs. This ...

Pathways into Higher Education Panel
We are envisioning that this plenary session will be a facilitated conversation between speakers from the recent NASEM Imagining the Future of Undergraduate STEM Education convening. Since the Transforming ...

Poster Session C
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The Importance of Measuring Collaboration in Higher Education Reform Initiatives
Lucas Hill, University of Wisconsin-Madison; Judy Milton, University of Georgia; Timothy Immelman, University of Georgia
Increasingly, higher education STEM reform change initiatives seek to advance systems change, often through the proliferation of multi-institutional and multi-sector collaborative reform strategies. These ...

Creating and Supporting Systemic Change: Scaffolding Undergraduate Research as a Vehicle for Equitable Transformation
Jillian Kinzie, Indiana University-Bloomington; Elizabeth Ambos, Consultant; Mitchell Malachowski, University of San Diego; Jeffrey Osborn, The College of New Jersey; Lindsay Currie, Council on Undergraduate Research
The involvement of undergraduate students in research is a proven and powerful pedagogy due to the many benefits gained in their cognitive, intellectual, professional, and personal growth realms. Integrating ...

Presentations: Session VI
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Driving Change by Building Faculty Leaders and Fostering Community College Partnerships
Holly Godsey, University of Utah; Jordan Gerton, University of Utah; Allyson Rocks, University of Utah
UPSTEM (Utah Pathways to STEM) is an HHMI Inclusive Excellence project at the University of Utah and Salt Lake Community College to build capacity for supporting people from diverse backgrounds. The project ...

Poster Session D
Poster Session D Thursday 1:10 pm â 1:35 pm PT / 2:10 pm â 2:35 pm MT / 3:10 pm â 3:35 pm CT / 4:10 pm â 4:35 pm ET Online Poster Presentation Jump to: D1 - ...