Poster Presentations

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.

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 College; Mario Borha, Oakton 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, ...

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 ...

Creating Promotable Teaching Ranks at a Research-Intensive Institution: Key Findings and Challenges for Institutional Change
Caroline Quenemoen, Rice University; Margaret Beier, Rice University; Matthew Taylor, Rice University; Megan R. McSpedon, Rice University
While there has been much work on teaching faculty labor conditions, this issue has been less studied in R1 institutions, where increasing tensions and contradictions between the research and teaching missions of ...

Doubling Student Success Through Intrusive Advising
Cory DiCarlo, College of DuPage; Emily Whitis, College of DuPage; Susan Fenwick, College of DuPage
The successful transfer from an NSF-LSAMP grant project to an institutionalized, systemic program for supporting historically underrepresented racial and ethnic minority students in STEM is discussed. Using ...

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 ...

Session B
Note: These posters will present from 5:40-6:10 pm. Presenters are encouraged to set up their posters during lunch (12:00-1:15pm). Supporting First- and Second-Order Departmental Change with the Effective Practices ...

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 ...

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 ...

Faculty reflections as a mechanism to improve teaching and learning
Sewwandi Abeywardana, Michigan State University; Melanie Cooper, Michigan State University
Traditionally in the chemistry departments, student response to course evaluation forms have been used as the most common method of faculty teaching evaluations. However, for our knowledge there are no studies that ...