Self-Evaluation Tools for Centers: Making Key Contributions to Undergraduate STEM Education
Deborah Carlisle, University of Massachusetts-Amherst; Gabriela Weaver, University of Massachusetts-Amherst
Centers are key institutional resources. In their mid-level support roles, centers lead and facilitate transformative campus efforts that enhance organizational learning and performance. Our research has explored ...

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 ...

Translating Theory Into Practice for Widespread Change: The TRESTLE Initiative
Andrea Follmer Greenhoot, University of Kansas Main Campus; Caroline Bennett, University of Kansas Main Campus; Mark Mort, University of Kansas Main Campus; Stephanie Chasteen, University of Colorado at Boulder
The TRESTLE (Transforming Education, Stimulating Teaching & Learning Excellence) initiative was developed as a multi-institutional intervention across six universities to promote broad adoption of ...

Transforming (Inter)Institutional STEM Infrastructures: Lessons from the SEISMIC Project on Designing for Equity and Inclusion at Scale
James Hammond, University of Michigan-Ann Arbor; Sara Brownell, Arizona State University at the Tempe Campus; Carson Byrd, University of Michigan-Ann Arbor; Susan Cheng, University of Michigan-Ann Arbor; Nita Kedharnath, Henry Ford Community College; Timothy McKay, University of Michigan-Ann Arbor
Where equity and inclusion are concerned, STEM higher education remains in need of systemic reform and transformational change—within and across institutions. In this presentation, we discuss how promoting ...