Poster Presentations

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 ...

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? ...

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 ...

Overcoming Student Resistance to Active Learning: Early Insights from a Promising Intervention
Margaret Usdansky, Syracuse University; John Tillotson, Syracuse University
The Overcoming Student Resistance to Active Learning symposium will (i) introduce audience members to early insights from a novel, IUSE-funded intervention, (ii) describe three intervention-based strategies faculty ...

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 ...

Longitudinal study of changes in science identity, research self-efficacy, and academic self-concept for undergraduate students conducting biomedical research at a large Hispanic-serving institution
Robert McCreary, University of Texas at El Paso; Angelica Monarrez, University of Texas at El Paso; Clarissa Valles, University of Texas at El Paso; Amy Wagler, University of Texas at El Paso
Understanding the experiences and development of undergraduate students undergoing biomedical research training is foundational for promoting equity and inclusion for underrepresented students. Many ...

Fostering inter-institutional learning to understand quantitative skills support ecosystems
Laura Muller, The Jackson Laboratory; Melissa Eblen-Zayas, Carleton College
In a 2009 article, "Change in Higher Education: Not enough, or too much?", Adrianna Kezar argues that multiple initiatives at an institution, with overlapping interests but without coordinated efforts, ...

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 ...

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

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 ...