A Survey Tool to Assess Team Collaboration Around Instructional Change
Madison Fitzgerald-Russell, Texas State University-San Marcos; Alice Olmstead, Texas State University-San Marcos; Andrea Beach, Western Michigan University; Charles Henderson, Western Michigan University; Diana Sachmpazidi, University of Maryland-College Park; Cynthia Luxford, Texas State University-San Marcos
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 ...

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. ...

Longitudinal outcomes of a large-scale implementation of the discipline-based education specialist model: the legacy of the Science Education Initiative
Warren J Code, University of British Columbia
The Carl Wieman Science Education Initiative (cwsei.ubc.ca) transformed teaching and learning in the mathematics and science departments at the University of British Columbia (UBC) over the period of 2007-2017, ...

Improving the Center's Lever: Strategic Addition of a Co-curricular Activity to Improve STEM Faculty and Student Success
Ken Griffith, Texas Tech University; Alyssa Kramer, Texas Tech University; Abby Miller, Texas Tech University; Torrey Stubblefield, Texas Tech University; Mckenna Mckay, Texas Tech University
After the 2015 annual meeting of the POD Network in Higher Education, leaders from POD and the Network of STEM Education Centers (NSEC) came together to host a workshop called "Collaborating at the ...

Reducing implicit bias in student evaluations of teaching: observations of high-impact classroom practices
Christopher Moore, University of Nebraska at Omaha; Sarah Edwards, University of Nebraska at Omaha; Julie Pelton, University of Nebraska at Omaha
We present on progress made in developing a student evaluation of teaching (SET) inventory that reduces implicit bias, is instructor-actionable, and is reliable across student evaluators. Our approach has focused ...

Aligning Institutional Programs to Improve STEM Education to the National Landscape: Insights from the Coalition for the Reform of Undergraduate STEM Education (CRUSE)
Howard Gobstein, APLU; Emily Miller, Association of American Universities; Kerry Brenner, The National Academies
Effective and equitable policies and practices are critical for cultivating an institutional culture in which efforts to improve undergraduate STEM education can thrive. In this symposium, participants will explore ...

You are a change leader - Let's learn from one another
Jonathan Cox, The University of Arizona; Madhura Kulkarni, Northern Kentucky University; Gita Bangera, Northwest Commission on Colleges and Universities (NWCCU)
WG3 focuses on supporting change leaders. One big challenge is to help change leaders identify themselves as such. This session invites all types of higher education professionals (students, postdocs, faculty, ...

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 ...

Impact of the differences in variables in the US and Africa educational ecosystems on the applications of selected existing US guiding theories of change in the institutional transformation of Africa higher institutions
Godfrey Akpojotor, Delta State University, Abraka
There is growing accomplishment in developing guiding theories of change over the years. The successful application of connecting a change theory and practice, however, depends on the reliability of the variables ...

From Diagnostics to Dialogics: a generative approach to STEM education reform
Narmin S. Ghalichi, Bowling Green State University-Main Campus
From its early origins in social psychology (Lewin 1946), organization development theory and practice has sequentially focused on capacity building (Senge 1990) and whole-system managed change (Dannemiller & ...