Poster Presentations

Institutionalization and System-wide Scaling of an Experiential Learning Program
Lillian Senn, Washington State University; Samantha Swindell, Washington State University; Erika Offerdahl, Washington State University
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.

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 ...

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 ...

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 ...

PULSE: Helping Departments to Transform Undergraduate Education
Judy Awong-Taylor, Georgia Gwinnett College; Monica Linden, Brown University; Alix Fink, Longwood University; Gary Reiness, Lewis & Clark College
Interested in improving "student success"? ... providing environments in which students learn skills for career success? ... deepening DEI efforts? ... working towards this vision and assessing progress? ...

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 ...

Building Institutional Capacity for Inclusive Excellence Builds Capacity for Faculty Leadership
Patricia Soochan, HHMI
In 2017 and 2018, HHMI awarded million in million, 5-year awards to 57 colleges and universities to build institutional capacity for Inclusive Excellence (IE1&2). This new initiative constituted a major ...

Convergence of Faculty and Administrator Perceptions of Institutionalizing Flipped Teaching in STEM Courses
Sharon Locke, Southern Illinois University-Edwardsville; Chaya Gopalan, Southern Illinois University-Edwardsville; Wei-Chen Hung, Northern Illinois University
Multiple lines of evidence point to the value of student-centered teaching methods for closing gaps in persistence in STEM between majority students and minoritized groups. Yet, faculty members will be hesitant to ...

Turning a Large Ship in a Small Harbor: A Large-Scale Transformation of a First-Year Mathematics Program
Karina Uhing, University of Nebraska at Omaha; Nicole Infante, University of Nebraska at Omaha; Keith Gallagher, University of Nebraska at Omaha
At the University of Nebraska at Omaha (UNO) we spent the last two years completely redesigning our first-year mathematics courses. Although a need for change was identified before the pandemic, the pandemic ...