Equity, Inclusion, and Belonging in Undergraduate Data Science
Daniel Lobo, University of California-Berkeley; Erin Manalo-Pedro, University of California-Berkeley; Michael Ruiz, University of California-Berkeley; Renee Starowicz, University of California-Berkeley
Daniel Lobo, "The effects of peer-to-peer learning on perceived self-efficacy in undergraduate data science." Student-led collaboration, rather than instructor-led instruction, has become a central ...

Role of Accreditation in Change Making
Event page for a 2023 conference panel discussing the role of accreditation in driving institutional change in higher education, featuring experts from the Higher Learning Commission and Kettering University, with detailed speaker bios and session logistics. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Improving Institutional Quality, Equitable Access, and Affordability; Essential for STEM Transformation
Stephen C. Ehrmann, NA
Champions of STEM reform need to take more responsibility for institutional-scale quality of learning, equitable access, and stakeholder affordability. Let's nickname this "the pursuit of 3fold ...

Transforming undergraduate education by building racial equity-centered STEM courses
Veronica McGowan, University of Washington-Bothell Campus; Rachel E Scherr, University of Washington-Tacoma Campus; Carrie Tzou, University of Washington-Tacoma Campus
Increasingly, the natural sciences are recognizing the need to address social theories in the study of natural systems. However, postsecondary science education has been shaped by Eurocentric ideologies that depict ...

Equity Audits as a Change Management Tool
Kimberly LeChasseur, Worcester Polytechnic Institute; Kris Wobbe, Worcester Polytechnic Institute
Diversity trainings have been critiqued as inadequate for shifting educational practice, despite their ubiquitous presence (Bezrukova, Spell, Perry, & Jehn, 2016). Equity audits can be a powerful alternative. ...

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 ...

Changing Instruction through Alternative Grading and Course Innovations
Jenna Van Sickle, Valparaiso University; Zsuzsanna Szaniszlo, Valparaiso University
This presentation will explain an innovative Calculus course that has integrated algebra and precalculus for underprepared students, and it has used standards-based grading to change the way mathematics instruction ...

Using Idea Flow Theory to Understand Levers for Change in 2- to 4-year STEM Transfer Between Wisconsin Public Institutions
Janet Branchaw, University of Wisconsin-Madison; Amanda Butz, University of Wisconsin-Madison; Kevin Mirus, Madison Area Technical College
The University of Wisconsin - Madison's HHMI Inclusive Excellence project aims to increase the number and diversity of students graduating with STEM bachelor's degrees in the state of Wisconsin by ...

Building a Collaborative Culture of Teaching and Learning: Creating centralized educator support within a decentralized institution
Makena Neal, Michigan State University; Eleanor Louson, Michigan State University
When a large, decentralized university with no history of a dedicated service unit to support teaching and learning professional development declares such a unit will now exist, there is specific and critical work ...

Implications for Professional Development Based on Physics Faculty's Reflective Writings
Haleigh Machost, University of Virginia's College at Wise; Jherian K. Mitchell-Jones, University of Virginia-Main Campus; Brandon J. Yik, University of Virginia's College at Wise; Marilyne Stains, University of Virginia's College at Wise
The development of reflective practitioners has been identified as one of four dominant change strategies in the STEM education literature. Reflective writings, wherein instructors document their thoughts, actions, ...