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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...