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 ...

Presentations: Session F
Presentations: Session F Tuesday 9:15am - 10:00am Norway 1 Presentation Promoting Adoption of Research-Based Strategies: Understanding the impact of malleable factors on ...

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 ...

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, & ...

Driving STEM Career Access and Aligning Academic Skills with Industry Needs through Higher Education-Industry Partnerships
Kristine Callis-Duehl, Donald Danforth Plant Science Center
Partnerships between higher education institutions and industry partners can help align academic skills with industry career needs and support underserved students in STEM career pathways. The Donald Danforth Plant ...

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 ...

Evaluating the Effectiveness of a Holistic STEM Support Program: A Quantitative Approach
Sarah Hoiland, CUNY Hostos Community College; Norberto Michel Hernandez Valdes-Portela, CUNY Hostos Community College
The Holistic Oasis for Parents' Education (HOPE) Program utilizes a two-generation approach (student parents and their children), to increase access to STEM education among underrepresented groups. This ...

Presentations: Session G
Presentations: Session G Tuesday 9:15am - 10:00am Norway 2 Presentation Deep Teaching Residency: A faculty development community for inclusive practices Carolyn Sandoval, ...

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 ...

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, ...