The SCIENCE Collaborative: Collectively Increasing Institutional Capacity for STEM Undergraduate Education Reform
Katie Johnson, Xavier University; Nykara Brown, Xavier University; Anna Flaming, University of Iowa; Rachael Hannah, University of Alaska Anchorage; Gabie Smith, Elon University; John Tansey, Otterbein University; Shoshana Zeisman-Pereyo, Portland State University
The Student-centered Institutional Enhancement Co-learning Exchange (SCIENCE) Collaborative is a 14-institution network that collaboratively and collectively increases the capacity of institutional change in STEM ...

Redesigning STEM Culture. Advancing Institutional Transformation Through Faculty Professional Development for (JEDI-focused) Inclusive Teaching Excellence
Karlita Warren, The Kizo Effect, LLC.; Vanessa Preisler, University of La Verne; Christine Broussard, University of La Verne
This poster highlights a multi-year faculty development initiative designed to foster departmental and institutional transformation in STEM education at a Hispanic-Serving Institution (HSI). Centered in justice, ...

Unpacking Department Teaching Culture Through the Lens of Self-Determination Theory
Alyssa Freeman, Middle Tennessee State University; Cassandra Mohr, Middle Tennessee State University; Grant Gardner, Middle Tennessee State University; Aspen Malone, Middle Tennessee State University; Abigail Nkuah, Middle Tennessee State University; Andrew Puente, Middle Tennessee State University; Greg Rushton, Middle Tennessee State University; Cory Wang, Middle Tennessee State University; Sarah Bleiler-Baxter, Middle Tennessee State University
To transform undergraduate education, individuals need to work within their department to strengthen cultural aspects and encourage positive changes (Baldwin, 2009). We draw on self-determination theory (SDT; Deci ...

ASCN Working Group 5: Actions on Social Justice, Equity, Diversity and Inclusion
Patricia Marsteller, Emory University; Sharon Homer Drummond, George Mason University; Sarah Prescott, BioQUEST; Melissa Haswell, Delta College
ASCN working group 5 is committed to the concept that equity, inclusion, diversity, and justice are foundational in effective higher education settings, explores the intersection of equity, inclusion, diversity, ...

Characterizing STEM Departmental Teaching Culture: A Literature Review of the How, the Why, and the What
Cassandra Mohr, Middle Tennessee State University; Alyssa Freeman, Middle Tennessee State University; Sarah Bleiler-Baxter, Middle Tennessee State University; Aspen Malone, Middle Tennessee State University; Abigail Nkuah, Middle Tennessee State University; Andrew Puente, Middle Tennessee State University; Cory Wang, Middle Tennessee State University; Grant Gardner, Middle Tennessee State University; Greg Rushton, Middle Tennessee State University
This NSF-funded project systematically reviews how departmental teaching culture has been characterized in STEM higher education from 1995 to 2024. In doing so, priority is placed on addressing three key facets: ...

Leveraging Collaborative Expertise to Drive Educational Change Among Faculty at an Urban University
Ashley Gartner, University of Nebraska at Omaha
Faculty development efforts in higher education often face challenges in promoting evidence-based teaching practices, particularly in urban institutions where diverse student populations and resource constraints ...

Hunter-gatherers: The Student's Journey of Foraging for Academic, Social, and Communication Resources
Omar Safir, University of Kansas
Many faculty and administrators assume that students are equipped with the resources they need to be both academically and socially successful while attending college. After all -- as the assumption runs -- the ...

Crossing Boundaries to Transform Secondary Mathematics Teacher Education
Marilyn E. Strutchens, Auburn University; W. Gary Martin, Auburn University
More often than not, organizations, school systems, and collegiate faculty-led funded projects are working on similar transformative efforts at the same time in isolation without convening to understand what each ...

Transforming the Doctoral Experience: Partnering with students for high-impact practice
Jaclyn Rivard, University of Southern Mississippi; Veronica Wilson, National Louis University; Marki Alexander, University of Tulsa; Jamie Pang, Elgin Community College
This work examines how faculty-student partnerships in course development function as high-impact practices (HIPs) in doctoral education. Based on a co-constructed case study of three doctoral students who ...

Re-envisioning Office Hours to Increase Participation and Engagement
Ana Paula Benaduce, Florida International University; Lisa Brinn, Florida International University
Traditional office hours are designed to support student learning, yet many students perceive them as intimidating, remedial, or unhelpful, leading to low attendance. Another concern, particularly in institutions ...