Poster Presentations

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 ...

Fostering faculty driven change through scaffolding a community of practice into a local community of transformation at University of Arkansas at Little Rock
Stephanie Feola, University of Arkansas at Little Rock; Lundon Pinneo, University of Arkansas at Little Rock; Michael Moore, University of Arkansas at Little Rock; David Montague, University of Arkansas at Little Rock; Mark Baillie, University of Arkansas at Little Rock; Ronia Kattoum, University of Arkansas at Little Rock
Dismantling structural inequities in higher education is an essential step to improving how we assess ability and outcomes for historically underserved groups in the United States. In an effort to address these ...

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 ...

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 ...

The "Hail-Jane" Project to Save a Center
Bradley McLain, University of Colorado at Boulder
In 2021 and after a highly successful 10-year existence, the Center for STEM Learning at CU Boulder (one of the founding members of NSEC) was de-funded by the university administration following a dramatic and ...

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 ...

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 ...

Enhancing Data Literacy Learning Experience for Nontraditional Higher Education Community: A Constructive Work in Progress
Parisa Meisami, Universities at Shady Grove
This poster presentation outlines an ongoing initiative aimed at improving data literacy learning experiences for the nontraditional higher education community at the Universities at Shady Grove (USG). In the era ...

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 ...

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 ...