Poster Presentations
Monday | 5:00pm - 6:30pm | Scandinavian 3/4
View the full program » Posters will be presented in two sessions:
Results 1 - 10 of 43 matches
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, The University of Texas at El Paso; Angelica Monarrez, The University of Texas at El Paso; Clarissa Valles, The University of Texas at El Paso; Amy Wagler, The 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 ...
Supporting First- and Second-Order Departmental Change with the Effective Practices for Physics Programs (EP3) Guide
Christine O'Donnell, American Physical Society; Stephanie Chasteen, University of Colorado Boulder
Many reports, research, and initiatives have presented evidence-based strategies to create strong departments. The Effective Practices for Physics Programs (EP3) Initiative is a collaborative effort between the ...
The "Hail-Jane" Project to Save a Center
Bradley McLain, University of Colorado Boulder
In 2021 and after a highly successful 10-year existence, the Center for STEM Learning at CU Boulder (one of the founding members of NSEC) was de-funded by the university administration following a dramatic and ...
Getting Active: Exercise in pedagogical transformation for STEM student success
Pavithra Suresh, George Mason University; Jill Nelson, George Mason University; Jaime Lester, Johns Hopkins University; Jessica Rosenberg, George Mason University
The focus of this interactive session is to engage the ASCN community on the success of active learning pedagogical change catalyzed by a 5-year National Science Foundation (NSF) project 'Gateway2STEM' on ...
Beliefs and Context Intersect with Faculty Intentions and Ability to Implement CUREs
Erin Shortlidge, Portland State University; Bjoerg Amaraphorn-Atman, Portland State University; Suzanne Estes, Portland State University; Gwen Shusterman, Portland State University
STEM fields are experiencing an ongoing retention crisis. Using evidence-based teaching (EBT) practices can improve education, contributing to higher retention and belonging in STEM. Instructors however are often ...
Session A
Note: These posters will present from 5:00-5:30 pm. Presenters are encouraged to set up their posters during lunch (12:00-1:15pm). The Academic System Dynamics that Motivates Faculty to Enact Instructional Change ...
Building on the NSF LSAMP Program to Accomplish Institutional Transformation at Auburn University
Overtoun Jenda, Auburn University; David Shannon, Auburn University; Brittany McCullough, Auburn University
This presentation will focus on institutional change and transformation that has been accomplished at Auburn University (AU) as a result of the Louis Stokes Alliances for Minority Participation (LSAMP) Program, an ...
Leveraging the connections in a state system of schools to accelerate dissemination of inclusive, high impact educational practices through tiered professional development and mentoring.
Michelle Withers, Binghamton University; Eliza J. Reilly, National Center for Science and Civic En.; Suann Yang, SUNY College at Geneseo; Peter Gergen, Stony Brook University; Robert Bills, Binghamton University; Xinnian Chen, University of Connecticut; Mark Graham, Yale University
Educators once comfortable with traditional teaching strategies witnessed their inadequacy during the pandemic creating an opportunity to leverage this moment to accelerate broad adoption of evidence-based ...
OPTIMUM Interactions: Improving the Online Tutoring Experience
Keith Gallagher, University of Nebraska at Omaha; Nicole Infante, University of Nebraska at Omaha; Deborah Moore-Russo, University of Oklahoma-Norman Campus; Lori Ogden, West Virginia University
Student participation in tutoring has been correlated with improvements in students' final course grades as well as persistence, retention, and degree completion. Additionally, peer tutoring has been shown to ...
A Journey of Change Vigilance - Stewarding teaching evaluation transformation from faculty grassroots work to college-wide directives into a Center for Teaching and Learning
Sarah Andrews, University of Colorado Boulder; Noah Finkelstein, University of Colorado Boulder; Cynthia Hampton, University of Colorado Boulder
A long-standing department-level teaching evaluation change effort at the University of Colorado Boulder recently transitioned from opt-in to two top-down college-wide initiatives which are now in the process of ...