Modernizing Scholarship for the Public Good: An Action Framework for Universities
Kacy Redd, APLU; Elyse Aurbach, Michigan State University; Jessica Bennett, APLU
APLU's Modernizing Scholarship for the Public Good Action Framework (2023) offers guidance to public research universities on ways that they can support scholars to advance public impact research, Cooperative ...

Project EMBER: Eliminating Math Barriers through Evidence-based Reforms
Kadian Callahan, Kennesaw State University; Dave Kung, St. Mary's College of Maryland; Howard Gobstein, Association of Public Land Grant Universities; Deb Carney, Colorado School of Mines; Joe Glover, University of Florida; Gavin LaRose, University of Michigan-Ann Arbor; Melissa Lindsey, University of Wisconsin-Madison; Mary Pilgrim, San Diego State University; Chris Rasmussen, San Diego State University; Natasha Speer, University of Maine; Megan Tesene, APLU; Scott Wolpert, University of Maryland-College Park
Undergraduate mathematics remains a huge barrier to college completion and to equity in higher education – keeping the nation from meeting its STEM workforce and national security needs (PCAST, 2012; Seymour et ...

Creating a Culture of Inclusivity Across a College Campus
Cayla McBee, Providence College; Lynne Lawson, Providence College; Maria Carroll, Providence College; Marla Tipping, Providence College; Kelly Warmuth, Providence College
At Providence College, we have been working to create a culture of inclusiveness across campus. This work has been guided by five main pillars: Defining Inclusive Teaching, a Speaker Series, an Inclusive Pedagogy ...

Maximizing the impact of learning assistants
Marisa Albarran, Vanderbilt University; Thomas Clements, Vanderbilt University; Heather Johnson, Vanderbilt University; Grace Lee, Vanderbilt University; Suhaah Nadir, Vanderbilt University; Sabriya Rosemond, Vanderbilt University; Marques Watson, Vanderbilt University; Cristina Zepeda, Vanderbilt University; Cynthia Brame, Vanderbilt University
Learning Assistants (LAs) are undergraduates with prior experience in a course who work with an instructor to facilitate active learning. LA support in gateway courses reduces social and psychological barriers for ...

Sustaining Change Efforts Through Turnover: Exploring and Reflecting on Effective Leadership Strategies
Wendy Smith, University of Nebraska-Lincoln; Dana Franz, Mississippi State University
Change efforts are complex and are driven by the people involved. Since 2012, we have worked with 118 change teams of varying sizes and durations, and realized that 100% of the change teams had to grapple with ...

Implementing Challenge-Based Learning Across Institutional Boundaries
Benjamin Bruxvoort; Nehemiah Emaikwu, National Renewable Energy Laboratory; Kim Trenbath, National Renewable Energy Laboratory; Jason Schmidt, Oak Ridge National Laboratory
The American energy workforce is evolving. Transformative research and development in energy technologies and their commercialization are pushing the boundaries of the national energy workforce. In this context, ...

Creating spaces that strengthen faculty social networks around teaching and learning
Varun Kathpalia, University of Georgia; John Morelock, University of Georgia
Faculty interactions are common and inevitable in academic institutions. Workplace interactions and relationships play a key role in helping faculty members perform their roles effectively. The social circle acts ...

A Delphi Study to Establish Consensus on the Levers for Change for Implementing Biology Graduate Student Teaching Professional Development
Grant Gardner, Middle Tennessee State University; Eric Akuoko, St. John's University-New York; Gili Marbach-Ad, University of Maryland-College Park; Kristen Miller, University of Georgia; Elisabeth Schussler, The University of Tennessee
Biology graduate students (GS) are critically important undergraduate instructors, particularly in introductory science courses where attribute poor instruction as a critical factor for their attrition from the ...

CHAT-ing about Change in STEM: New Perspectives for Change Agents from Cultural Historical Activity Theory
Russ deForest, Pennsylvania State University-Delaware County; Alicia Dowd, Pennsylvania State University-Delaware County; Marinda Harrell-Levy, Pennsylvania State University-Delaware County; Roderick Lee, Pennsylvania State University-Delaware County; Ashley Patterson, Pennsylvania State University-Delaware County; Beth Seymour, Pennsylvania State University-Delaware County
This poster session invites dialogue about how to conceptualize transformative change in STEM by illustrating the use of Cultural Historical Activity Theory (CHAT) for self-assessment, evaluation, and research. Our ...

Incorporating Undergraduates into Informal Engagement Programs
Christal Huber, University of Missouri-Columbia; Sara Vassmer, University of Missouri-Columbia
Undergraduate research benefits students by improving their confidence, research, collaboration, and networking skills (Larracey et al., 2022; Linn et al., 2015). However, there is a need to understand the broader ...