Poster Presentations

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 ...

The RIOS Institute: A community supporting racially-just, inclusive, open STEM education
Sam Donovan, BioQUEST; Kaitlin Bonner, St. John Fisher University; Karen Cangialosi, OE Global; Carrie Diaz Eaton, Bates College; Bryan Dewsbury, Florida International University
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 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, ...

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.

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 ...

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 ...

Teaching for PROWESS: Supporting and studying inter-institutional change
Ann Sitomer, Oregon State University; karen gaines, AMATYC; Sylvia Valdes-Fernandez, Oregon State University
Teaching for PROWESS is a grant-funded (NSF IUSE 2013493 /2013232 /2012962 /2013550) five-year initiative to support instructional and department-level change in eight community college mathematics departments. The ...

Getting out of your own way: Faculty truly stepping aside for student-led community-engaged projects using PALAR
Dr. Jessica Rush Leeker, University of Colorado Boulder; Lyndsay Ruane, University of Colorado Boulder
Academic institutions have always been seen as centers of education and knowledge production, but the information generated by each institution is usually siloed. To increase global competitiveness, especially in ...