Keynote Speaker
(/details/images/266720.html) Dr. Nathan Grawe is a Professor of Economics at Carleton College where he has served on the faculty since 1999.Nathan earned his BA from St. Olaf College and his MA and ...

The Role of Community Colleges in Improving Bachelor's Degree Completion
Valerie Sundby, Washington State Board for Community and Technical Colleges; Travis Kibota, Clark College; Melissa Haswell, Delta College; Kevin Asman, Mott Community College
Community colleges are playing an increasing role in, and thus have a growing focus on, bachelor's degree attainment. Nationally, community colleges serve more than a third of all undergraduate students. ...

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 ...

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 ...

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., ...

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 ...

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; Jeffrey Raker, University of South Florida; Marilyne Stains, University of Virginia; Naneh Apkarian, Arizona State University at the Tempe Campus; Charles Henderson, Western Michigan University; Melissa H. Dancy, Western Michigan University; Estrella Johnson, Virginia Polytechnic Institute and State Univ
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, SUNY at Stony Brook; Keith Sheppard, SUNY at Stony Brook; 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 ...

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, ...