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 ...

A New Model for Transdisciplinary Curriculum Development in Higher Education Using the Wicked Problems of Sustainability
David Szymanski, Bentley University; Ellen Iverson, Carleton College; Jana Bouwma-Gearhart, Oregon State University; Laura Jackson Young, Bentley University; Melissa Lenczewski, Northern Illinois University; Christine Mooney, Northern Illinois University; Rick Oches, Bentley University; John Ritter, Wittenberg University; Rachel Wilson, Wittenberg University
A scientifically literate citizenry is essential to meet the U.N. Sustainable Development Goals and ensure that the U.S. remains economically competitive in an increasingly resource-constrained society. Yet neither ...

Change Leaders for Improving Secondary Mathematics Teacher Preparation
Wendy Smith, University of Nebraska-Lincoln; Brian Lawler, Kennesaw State University
The Mathematics Teacher Education Partnership (MTEP) is a national networked improvement community (NIC) seeking to transform secondary mathematics teacher preparation, centering principles of equity and inclusion. ...

The ProQual Approach: An innovative, accessible, and community-oriented approach to qualitative educational research training for STEM faculty
John Morelock, University of Georgia
This presentation presents the ProQual Approach to supporting STEM instructional and tenure-track faculty in conducting qualitative educational research. Historically, integrating these two groups into STEM ...

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 ...

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 ...

A Survey Tool to Assess Team Collaboration Around Instructional Change
Madison Fitzgerald-Russell, Texas State University; Alice Olmstead, Texas State University; Andrea Beach, Western Michigan University; Charles Henderson, North Carolina State University at Raleigh; Diana Sachmpazidi, University of Maryland-College Park; Cynthia Luxford, Texas State University; Amreen Nasim Thompson
Instructional change teams are increasingly common in efforts to improve undergraduate STEM instruction. Such teams include three or more members who may have different perspectives and backgrounds. When they are ...

Promoting adoption of research-based strategies: Understanding the impact of malleable factors on instructional practices in undergraduate STEM courses
Brandon J. Yik, University of Virginia's College at Wise; Jeffrey Raker, University of South Florida; Marilyne Stains, University of Virginia's College at Wise; Naneh Apkarian, Arizona State University Campus Immersion; Charles Henderson, North Carolina State University at Raleigh; Melissa H. Dancy, Western Michigan University; Estrella Johnson, Virginia Polytechnic Institute and State University
The inclusion of active learning pedagogies repeatedly demonstrates favorable and enhanced student outcomes in science, technology, engineering, and mathematics (STEM) courses. Despite calls for the adoption of ...

Student and Teacher Interaction in Traditional and Remote, Asynchronous Undergraduate Physics Laboratories
Angela M Kelly, Stony Brook University; Keith Sheppard, Stony Brook University; Drew Rosen, University of Maine
This research examines how undergraduate faculty and graduate teaching assistants implemented traditional and remote, asynchronous pedagogical practices in the physics laboratory, as well as potential influences on ...

Driving Pedagogical Innovation from the Ground Up through Strategic On-Campus Partnerships
Jeffrey Olimpo, The University of Texas at El Paso; Elena C. Bitner, The University of Texas at El Paso; Jessica Duran, The University of Texas at El Paso; Janet Hill, The University of Texas at El Paso; Adrian Meza, The University of Texas at El Paso; Alejandro Miramontes, The University of Texas at El Paso; Mitsumasa Overstreet, The 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., ...