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 ...

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 ...

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 ...

Inclusive Excellence meets Evidence-Based Instructional Practice: The case of a three-pronged approach towards changing institutional practice
Martin Storksdieck, Oregon State University; Ann Sitomer, Oregon State University; Julie Risien, Oregon State University; Holly Cho, Oregon State University; Mary Beisiegel, Oregon State University; Lori Kayes, Oregon State University; Devon Quick, Oregon State University; Nana Osei-Kofi, Oregon State University
Our interactive presentation describes a project based on the premise that evidence-based instructional practices alone are not sufficient for addressing inequities that result in students succeeding in, or leaving ...

University systems in the time of punctuated equilibrium: Understanding adaptations to rapid and unpredictable change
Erika Offerdahl, Washington State University- Pullman; Mary Pilgrim, San Diego State University; Emily Walter, California State University-Fresno; Katherine Ryker, University of South Carolina-Columbia
The COVID-19 global pandemic presented unanticipated challenges for undergraduate education. Early in the pandemic, many institutions of higher education were left scrambling as they tried to maintain academic ...

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 ...

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 ...

Mobile Summer Institutes: An Institution-based Iteration of the Summer Institutes on Scientific Teaching that Targets Both Individual and Institutional Transformation.
Michelle Withers, Binghamton University; Marguerite Brickman, University of Georgia; Xinnian Chen, University of Connecticut; Robert Bills, Binghamton University; Mark Graham, Yale University; Joseph Ankrom, Binghamton University; Elias Miller, SUNY at Binghamton
While research has demonstrated the benefits of active learning on student success and reduction of performance gaps for historically excluded groups, the majority of post-secondary STEM educators still rely ...