UCLA SEA Change Initiative: A collaborative approach using data for institutional change
Rachel Kennison, University of California-Los Angeles
The AAAS's Science, Technology, Engineering, Mathematics and Medicine (STEMM) Equity Achievement (SEA) Change initiative uses research-informed strategies including a self-assessment process to build capacity ...

Keynote Speaker
Skip to Main ContentSkip to Navigation Login Working together to promote sustainable change in higher education Keynote Speaker Tuesday 10:15am - 12:00pm Scandinavian ...

Deep Teaching Residency: A faculty development community for inclusive practices
Tess Killpack, Salem State University; Carolyn Sandoval, University of California-San Diego; Bryan Dewsbury, Florida International University
With the support of an NSF-IUSE award, we designed the year-long faculty development Deep Teaching Residency (DTR) in order to substantially change faculty mindsets and inclusive pedagogy practices. 'Deep ...

Factors Associated with STEM Students' Sense of Belonging
Gili Marbach-Ad, University of Maryland-College Park; Sara Gliese, University of Maryland-College Park; Kaci Thompson, University of Maryland-College Park
Students who feel a greater belonging to their university and department are significantly more likely to complete a degree. As such, it is important to examine what factors may contribute to sense of belonging in ...

Advancing Excellence and Equity in Science: A curriculum to build community and belonging in STEM
Emily Borda, Western Washington University
The Advancing Equity and Excellence in Science (AEES) initiative at Western Washington University (WWU), funded through an HHMI Inclusive Excellence grant, works at multiple levels to make science majors more ...

Moving Beyond Silos to Support Student Success in Gateway Courses
Kathrine Russell, University of Minnesota-Twin Cities; Tia Freelove Kirk, Association of Public and Land-grant Universities (APLU); Leslie Schiff, University of Minnesota-Twin Cities; LeeAnn Melin, University of Minnesota-Twin Cities
This session will engage participants around the ongoing efforts of 8 campuses working collaboratively to improve persistence and address disparities for students who are low-income, first-generation, or ...

Leading Complex Change through Shared Equity Leadership
Laura Frost, Florida Gulf Coast University; Felecia Caton-Garcia, Central New Mexico Community College; Floyd Cheung, Smith College; Rashna Richards, Rhodes College; Becky Sartini, University of Rhode Island; Susan Shadle, Boise State University; Sean Walker, California State University-Fullerton
Leading change can be complex and complicated and often requires more than just excellent problem solving, attention to process, and paying attention to the data, skills that are second nature to leaders with STEM ...

Leveraging a research network to empower institutional change in undergraduate STEM education
Dax Ovid, University of Georgia; Meredith Henry, Georgia State University; Sandhya Krishnan, University of Colorado at Boulder
This symposium shares the journey of an NSF-funded Research Coordination Network in uniting a group of instructors, education researchers, psychologists, and students to empower institutional change. FLAMEnet – ...

Assessing Quantitative Reasoning Across Ohio
Gregory Foley, Ohio University-Main Campus; Deependra Budhathoki, Defiance College
Quantitative Reasoning (QR) is gaining in popularity across the United States as a gateway postsecondary mathematics course. In particular, enrollment in QR at public institutions of higher (IHEs) in Ohio increased ...

Driving Pedagogical Innovation from the Ground Up through Strategic On-Campus Partnerships
Jeffrey Olimpo, University of Texas at El Paso; Elena C. Bitner, University of Texas at El Paso; Jessica Duran, University of Texas at El Paso; Janet Hill, University of Texas at El Paso; Adrian Meza, University of Texas at El Paso; Alejandro Miramontes, University of Texas at El Paso; Mitsumasa Overstreet, University of Texas at El Paso
Empirical studies of instructional innovations at the undergraduate level have repeatedly emphasized the strong connection existent between faculty success and student engagement, learning, and achievement (e.g., ...