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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

How Department Context and Institutional Factors Shape Undergraduate STEM Education Reform
Emily Miller, Association of American Universities; Tara King, American Association for the Advancement of Science (AAAS); Mary Sorcinelli, University of Massachusetts Amherst
In this presentation, we will report on emergent findings from Leveraging the AAU STEM Education Initiative, a study aimed at examining the institutional landscape in which innovations to undergraduate STEM ...

Getting STEM FIT! STEM-Forum for Inclusive Teaching as a model for broad dissemination of evidence-based inclusive teaching practices
Kimberly Mulligan, California State University-Sacramento; Kelly McDonald, California State University-Sacramento
Undergraduate STEM disciplines have notoriously large equity gaps and suffer from disproportionate rates of attrition of systemically minoritized groups. Evidence-based inclusive teaching practices can both ...