Poster Presentations

Monday | 5:00pm - 6:30pm | Scandinavian 3/4

View the full program » Posters will be presented in two sessions:

  • Session A (5:00pm - 5:30pm), 
  • Transition to session B (5:30-5:40pm) 
  • Session B (5:40pm - 6:10pm).

Results 1 - 10 of 43 matches

Building on the NSF LSAMP Program to Accomplish Institutional Transformation at Auburn University
Overtoun Jenda, Auburn University Main Campus; David Shannon, Auburn University Main Campus; Brittany McCullough, Auburn University Main Campus
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 ...

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 ...

The RIOS Institute: A community supporting racially-just, inclusive, open STEM education
Sam Donovan, BioQUEST Curriculum Consortium; 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 ...

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 at Boulder; Noah Finkelstein, University of Colorado at Boulder; Cynthia Hampton, University of Colorado at 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 ...

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 ...

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, ...

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 ...

The Bridging to STEM Excellence Consortium Program
Bradlee Wahid Cotton, Carleton College; Cailin Huyck Orr, Carleton College; Rick Moog, Franklin and Marshall College; Ellen Iverson, Carleton College
The "Bridging to STEM Excellence" project (BTSE) aims to accelerate changes in teaching through formation of a consortium of national professional development organizations. The BTSE consortium ...

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 Engagement; Suann Yang, SUNY College at Geneseo; Peter Gergen, SUNY at Stony Brook; 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 ...

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 at 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 ...


      Next Page »