Poster Presentations

The RIOS Institute: A community supporting racially-just, inclusive, open STEM education
Sam Donovan, BioQUEST; Kaitlin Bonner, Saint John Fisher College; Karen Cangialosi, OE Global; Carrie Diaz Eaton, Bates College
The Institute for a Racially Just, Inclusive, and Open STEM Education (RIOS Institute) is a virtual synthesis center led by a diverse set of individuals at the interface of open education, STEM postsecondary ...

The Benefits of a Cross-functional Team Model to Identify and Address Institutional Barriers and help Underrepresented, Low-income, Academically Talented STEM Community College Students Overcome Roadblocks to Persistence
Michelle Naffziger-Hirsch, Oakton Community College; Mario Borha, Oakton Community College
Community colleges are ideally positioned to identify potential STEM students because they serve a large proportion of underrepresented minority, first-generation and low-income students (Ma & Baum, 2016). Yet, ...

Integration strategy of creative problem-solving components into engineering curriculum
Gon Namkoong, Old Dominion University; Tian Luo, Old Dominion University
While engineering programs value creativity as a critical competency required for successful professional practice, instructional strategies for integrating creativity are lacking. To innovate the teaching ...

Institutionalization and System-wide Scaling of an Experiential Learning Program
Lillian Senn, Washington State University- Pullman; Samantha Swindell, Washington State University- Pullman; Erika Offerdahl, Washington State University-Vancouver
In 2016, Washington State University, a research-intensive university in rural eastern Washington, funded the Transformational Change Initiative (TCI) to create a more student-centered cultural climate. The TCI ...

Poster Presentations
Event page for the 2023 Transforming Institutions Conference detailing a Monday evening poster session in two parts (A and B) at Scandinavian 3/4, listing 43 research posters on STEM education transformation, departmental change, inclusive teaching practices, and institutional scaling initiatives presented by higher education professionals. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Advancing Cultural Change in STEM Departments through Self-Determination Theory
Sarah Bleiler-Baxter, Middle Tennessee State University; Rosina Andrews, Middle Tennessee State University; Greg Rushton, Middle Tennessee State University; Sarvani Mallapragada, Middle Tennessee State University
There is evidence to suggest that improving teaching culture within STEM departments in higher education may address key issues for institutional change in undergraduate STEM education, including increasing the ...

Longitudinal study of changes in science identity, research self-efficacy, and academic self-concept for undergraduate students conducting biomedical research at a large Hispanic-serving institution
Robert McCreary, University of Texas at El Paso; Angelica Monarrez, University of Texas at El Paso; Clarissa Valles, University of Texas at El Paso; Amy Wagler, University of Texas at El Paso
Understanding the experiences and development of undergraduate students undergoing biomedical research training is foundational for promoting equity and inclusion for underrepresented students. Many ...

Enhancing Data Literacy Learning Experience for Nontraditional Higher Education Community: A Constructive Work in Progress
Parisa Meisami, Universities at Shady Grove
This poster presentation outlines an ongoing initiative aimed at improving data literacy learning experiences for the nontraditional higher education community at the Universities at Shady Grove (USG). In the era ...

Connecting the 'who', the 'how', and the 'what': incorporating human development into environmental studies and social science curricula for transformative education
Katherine Foo, Worcester Polytechnic Institute
Pedagogy for environmental studies and the social sciences predominantly focuses on issues external to the individual. It tends to possess a "blind spot [that] concerns the inner place—the source—from ...

Fostering faculty driven change through scaffolding a community of practice into a local community of transformation at University of Arkansas at Little Rock
Stephanie Feola, University of Arkansas at Little Rock; Lundon Pinneo, University of Arkansas at Little Rock; Michael Moore, University of Arkansas at Little Rock; David Montague, University of Arkansas at Little Rock; Mark Baillie, University of Arkansas at Little Rock; Ronia Kattoum, University of Arkansas at Little Rock
Dismantling structural inequities in higher education is an essential step to improving how we assess ability and outcomes for historically underserved groups in the United States. In an effort to address these ...