Blueprint for Accelerating Change in Social Justice, Equity, Diversity and Inclusion in STEM Curricula
Patricia Marsteller, Emory University; Melissa Haswell, Delta College; Ruthmae Sears, University of South Florida
Our group is developing a book and eventually a grant to support and give examples of curricular ideas that use Social and Racial Justice issues for STEM curricula. The book will aim to provide change agents, ...

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 ...

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 ...

Supporting Higher Education Leaders Advancing Systemic Change: Lessons from the Change Leadership Toolkit (CLT)
Elizabeth Holcombe, University of Southern California; Ángel Gonzalez, University of Southern California
While groups such as ASCN are increasingly working to draw attention to the need for systemic change in higher education, there are still surprisingly few practical resources to help leaders with executing such ...

Leveraging Data to Guide Change Efforts in Inclusive and Equitable Teaching: A Pilot Assessment in Academic Departments
Ruthann Thomas, Massachusetts Institute of Technology; Amanda Baker, Massachusetts Institute of Technology
The Inclusive and Equitable Teaching (IE-Teaching) Assessment is an initiative designed to promote more inclusive and equitable teaching practices by using data to motivate, inform, and tailor change efforts to the ...

Course Based Undergraduate Research Demystifies and Democratizes inquiry-based research for undergraduate STEM students
Kristen Hoffbuhr, Skagit Valley College; Gabriel Mast, Skagit Valley College; Grant Blume, University of Washington-Seattle Campus; Brian Brady, Skagit Valley College; Cindy Elliser, Skagit Valley College; Cliff Palmer, Skagit Valley College
Undergraduate research experiences (UREs) have been shown to improve both persistence and graduation rates for women and students of color (Alquicira et al. 2022). Although these effects are observed broadly across ...

Change Leaders for Improving Secondary Mathematics Teacher Preparation
Wendy Smith, University of Nebraska at 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. ...

How Higher Education Can Change to Thrive with a Changing Demographic
(/details/images/266735.html) Archie Holmes, Executive Vice Chancellor for Academic Affairs, The University of Texas System Archie Holmes joined The University of Texas System as Executive Vice ...

Exploring Implicit Leadership to Promote Change
L.J. McElravy, University of Nebraska at Lincoln; Rachel Kennison, University of California-Los Angeles; Kelly Clark, Johns Hopkins University
The purpose of this workshop is to explore how expectations about leadership influence how people work with one another to create change. Using a social-identity theoretical lens (Hogg & van Knippenberg, 2003), ...

Creating a Spacious Capacity to Support Institutional Change
Kris Wobbe, Worcester Polytechnic Institute; Kimberly LeChasseur, Worcester Polytechnic Institute
Capacity within higher education institutions is held in its people. Institutional change is a complex and messy business that cannot happen unless people change attitudes and behaviors (Armenakis, Harris, & ...