It depends how you slice it: How measurement and analysis methods affect sensitivity in detecting instructional change following professional development
Charles Hayward, University of Colorado at Boulder; Sandra Laursen, University of Colorado at Boulder; Tim Weston, University of Colorado at Boulder
To assess whether any change initiative has succeeded, it is important to be able to measure the resulting change. Our project draws on data from an established professional development initiative that has offered ...

Creating culturally responsive STEM learning environments through community building at an HSI
Jiwoo An, Texas State University-San Marcos; Mavreen Rose Tuvilla, Texas State University-San Marcos
As a Hispanic Serving University (HSI), Texas State University is working towards not only to graduate students but also to provide culturally enhancing educational experiences to minoritized learners. Our STEM ...

Using equity data to promote change in introductory classrooms
Marco Molinaro, University of California-Davis; Cait Hayward, University of Michigan-Ann Arbor; Meryl Motika, University of California-Davis; Eric Bell, University of Michigan-Ann Arbor; Matthew Steinwachs, University of California-Davis; Timothy McKay, University of Michigan-Ann Arbor
Educational analytics has been in use by our higher education institutions for the last 10 years, or more, with an emphasis on university-wide metrics, advising support and various student-focused focused tools. In ...

Innovation Spaces are Just the Tip of the (systems) Iceberg: Transforming Hidden Networks into Sustainable Practice
Bill Heinrich, Orbis; Nick Swayne, James Madison University
Presenters will map the systems change processes necessary to realize the benefits of creating new physical innovation spaces--agnostic/neutral spaces, made accessible to all, and inclusive of instruction about the ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...