Student-Faculty Partnerships for STEM Transformation
Daniel Sanford, Boise State University
Student-faculty partnerships in the areas of pedagogy and course design have been shown to deepen learning, promote student engagement, and disrupt educational paradigms in which students are passive recipients of ...

Evaluation Perspectives of the STEM Education Innovation and Research Institute's Contributions in Advancing Innovative Practices
Patrick Wilson, Indiana University at Indianapolis; Grant Fore, Indiana University-Purdue University-Indianapolis; Pratibha Varma-Nelson, IUPUI
Several universities have established STEM education research institutes to address the increasing need for educational reform. Positioned outside traditional departmental structures, these institutes can support ...

Sharing the Work of the Roundtable on Systemic Change in Undergraduate STEM Education of the National Academies of Sciences, Engineering, and Medicine
Kerry Brenner, National Academies of Sciences, Engineering, and Medicine; Beth Cady, The National Academies
In 2017, the Board on Science Education (BOSE) at the National Academies of Sciences, Engineering, and Medicine created the Roundtable on Systemic Change in Undergraduate STEM Education to convene individuals and ...

Transforming Classroom Practices Through Data-Driven Communities of Practice: The Ascend Initiative
Rachael Hannah, University of Alaska Anchorage; Katie Johnson, Xavier University; Sushilla Knottenbelt, University of New Mexico-Main Campus; Christine Rodriguez, Fairfield University; Karen Schmeichel, Oglethorpe University; Joseph Suilmann, University of New Mexico-Main Campus
This presentation showcases how grassroots, faculty-led initiatives can drive equity-focused transformation in undergraduate education, drawing on well-established theories of change in STEM reform (Henderson, ...

From Catalyzing to Institutionalizing Change in 2- to 4-year STEM Transfer in Wisconsin
Sarah Sweger, University of Wisconsin-Madison; Kevin Mirus, Madison Area Technical College; Amanda Butz, University of Wisconsin-Madison; Janet Branchaw, University of Wisconsin-Madison
Across the nation, 28% of students started their postsecondary journey at a community college in Fall 2022 (NCES,2025). These students are more likely to be first-generation, identify with a minoritized ...

Creating an Equitable Leadership for Change
Srividhya Swaminathan, St. John's University-New York; Anupama Seshan, Emmanuel College
When HHMI created Learning Community Clusters, they proposed an entirely new grant design for the Inclusive Excellence 3 award. We were disparate institutions who were once competitors and now expected to work ...

Hang together or Hang Separately? Organizing for the Future of STEM Reform
Eliza J. Reilly, National Center for Science and Civic En.; Michelle Withers, Binghamton University; Debra Pires, University of California-Los Angeles
An alphabet soup of faculty communities of practice in undergraduate STEM have emerged since the 1980's—PKAL, POGIL, SENCER, BioQUEST, PULSE, InTeGrate, IONIc, NIST to name a few. While approaches varied, ...

Innovations in Faculty Evaluation: The Elevate IVE Model for Valuing Impactful Activities
Loretta Bass, University of Oklahoma Norman Campus; Amy Cerato, University of Oklahoma Norman Campus; Paola Conte, University of Oklahoma Norman Campus; Mashhad Fahes, University of Oklahoma Norman Campus; Keri Kornelson, University of Oklahoma Norman Campus; Lori Snyder, University of Oklahoma Norman Campus
This presentation describes the development and pilot testing of the Elevate IVE Model at the University of Oklahoma (OU). The IVE model is a new faculty evaluation process and toolkit that can be used to guide ...

Guiding Faculty Development with Strong Structuration
Christopher Hass, Rutgers New Brunswick; Charles Ruggieri, Rutgers University-New Brunswick; Philip Brown, Rutgers University-New Brunswick; Corey Ptak, Columbia University in the City of New York; Stacey Blackwell, Rutgers University-New Brunswick; Mary Emenike, Rutgers University-New Brunswick
We will present on the Rutgers Teaching Excellence Network (TEN). TEN was funded by a 5-year NSF IUSE grant (institutional and community transformation track) as part of a multidisciplinary collaboration of science ...

When Grassroots Take Root: Using Participatory Design and Faculty Governance to Drive Institutional Change in Student Evaluations of Teaching
Terri Dunbar, University of Georgia; Erin Dolan, University of Georgia; Tessa Andrews, University of Georgia; Marguerite Brickman, University of Georgia; Paula Lemons, University of Georgia
The University of Georgia (UGA) established its first university-wide teaching evaluation policy in 2022. This policy emphasized using three perspectives to evaluate teaching: student, peer, and instructor. The ...