Poster Presentations

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 ...

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 ...

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 at Boulder; Lyndsay Ruane, University of Colorado at 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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...

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 ...