Poster Presentations
Monday | 5:00pm - 6:30pm | Scandinavian 3/4
View the full program » Posters will be presented in two sessions:
Results 11 - 20 of 43 matches
The Impacts of a Faculty-led Learning Community on Implementation of Evidence-Based Practices
Jennifer Kant, University of North Carolina at Charlotte; Kathryn Asala, University of North Carolina at Charlotte; Tonya Bates, University of North Carolina at Charlotte
The Transforming STEM Teaching and Learning Academy is a professional development workshop and learning community that aims to improve student outcomes in STEM courses at The University of North Carolina at ...
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 ...
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 ...
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 ...
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 ...
The Bridging to STEM Excellence Consortium Program
Bradlee Wahid Cotton, Auburn University Main Campus; 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 ...
The Academic System Dynamics that Motivates Faculty to Enact Instructional Change
Juan M. Cruz, Rowan University; Juan M. Cruz, Rowan University
Faculty motivation to adopt Research-Based Instructional Strategies (RBIS) plays a crucial role in promoting successful educational change. However, it is driven, reinforced, or hindered by multiple interconnected ...
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 ...
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 ...
A framework for equitable, student-centered instruction in undergraduate STEM
Dan Hanley, Western Washington University; Saraswathy Nair, University of Texas at Rio Grande Valley; Timothy Huber, University of Texas- Rio Grande Valley
While minoritized, low-income, and first-generation students in undergraduate STEM programs benefit the most from research-based instructional strategies (RBIS), such as active learning strategies, they are least ...