Poster Presentations

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 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 ...

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 ...

360 Intentionality: Systematizing and Incentivizing DEI for Faculty, Staff, and Students at the University of Cincinnati
Ahjah Johnson, University of Cincinnati-Main Campus; Whitney Gaskins, University of Cincinnati-Main Campus
Diversity, Equity, and Inclusion (DEI) initiatives have filtrated small pockets of higher education before the pandemic and resurged to the surface since (Flathearty, 2021). With great intentions to sustain the ...

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 ...

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 ...

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 ...

OPTIMUM Interactions: Improving the Online Tutoring Experience
Keith Gallagher, University of Nebraska at Omaha; Nicole Infante, University of Nebraska at Omaha; Deborah Moore-Russo, University of Oklahoma Norman Campus; Lori Ogden, West Virginia University
Student participation in tutoring has been correlated with improvements in students' final course grades as well as persistence, retention, and degree completion. Additionally, peer tutoring has been shown to ...

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 ...

Connecting the 'who', the 'how', and the 'what': incorporating human development into environmental studies and social science curricula for transformative education
Katherine Foo, Worcester Polytechnic Institute
Pedagogy for environmental studies and the social sciences predominantly focuses on issues external to the individual. It tends to possess a "blind spot [that] concerns the inner place—the source—from ...