Poster Presentations
Monday | 5:00pm - 6:30pm | Scandinavian 3/4
View the full program » Posters will be presented in two sessions:
Results 21 - 30 of 43 matches
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 ...
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 ...
Organization-focused Change Networks as Levers for Systemic Change: Highlights of Research on their Nature, Functioning, and Lifecycles
Ann Austin, Michigan State University; Susan R. Singer, Rollins College; Adam Grimm, Michigan State University
Transforming higher education institutions to fulfill more effectively their missions to learners and the broader society involves fostering change in several complex and interrelated issues. These areas for change ...
Passion-Driven Statistics: A Transformative Undergraduate Experience in Statistics Using Real-World, Project-Based Learning
Rachel Anderson, Bethel University; Sherryse Corrow, Bethel University
How can we infuse passion into our students' experience of introductory courses? How do we show our students that the material matters, not just in the realm of their field but in their own lives? As ...
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 ...
Unlocking a Path for Institutional Change: Identifying the Modes of Belonging of Women and Other Marginalized Students in University Mathematics
Seyda Uysal, Florida State University
Diversity, equity, and inclusion (DEI) is a reciprocal act. Thus, every member of the community of practice (Wenger, 1998) has a role in fostering DEI in university mathematics, and more broadly in STEM learning ...
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 ...
Integration strategy of creative problem-solving components into engineering curriculum
Gon Namkoong, Old Dominion University; Tian Luo, Old Dominion University
While engineering programs value creativity as a critical competency required for successful professional practice, instructional strategies for integrating creativity are lacking. To innovate the teaching ...
The STEM RISE Program at teach HOUSTON: Connecting Inquiry-Based Teaching and Mentoring Through STEM and Medicine
Michelle Carroll Turpin, University of Houston-University Park
The STEM Research Inquiry Summer Experience program is a collaboration between the University of Houston's (UH) College of Natural Sciences and Mathematics teachHOUSTON program, the new College of Medicine at ...
Faculty Mentoring Networks: A flexible and effective model for professional learning
Sam Donovan, BioQUEST Curriculum Consortium; Deborah Rook, BioQUEST; Sarah Prescott, BioQUEST/ University of New Hampshire; Drew LaMar, BioQUEST Curriculum Consortium
Faculty Mentoring Networks (FMNs) provide opportunities for teachers to engage in professional learning that involves working with innovative curricula, customizing them for use with particular student audiences ...