Leveraging Networked Improvement Community Tools and Processes as Boundary Objects in Collaborations for Systemic Change
Alyson Lischka, Middle Tennessee State University; Wendy Smith, University of Nebraska-Lincoln; Dana Franz, Mississippi State University
This session is designed to support those involved in transforming institutions to approach their work more systematically using the networked improvement community (NIC) model championed by Bryk et al. (2017). ...

Building Institutional Alignment through High-Impact Relationships
Kate Williams, Georgia Institute of Technology-Main Campus; Laura Carruth, Georgia Institute of Technology-Main Campus; Rebecca Watts Hull, Georgia Institute of Technology-Main Campus
High-impact relationships between and among key campus stakeholders are often key to institutional change. (Daly, 2010). When coupled with strategic alignment to institutional priorities, these relationships ...

Using Instructor Insights to Generate Scalable Metrics
Christopher Moore, University of Nebraska at Omaha; Tracie Reding, University of Nebraska at Omaha
Current models of student evaluations of teaching (SETs) have well documented shortcomings including demographic, discipline, and personality response biases, a focus on student satisfaction rather than learning, ...

Transforming Teaching Evaluation: Building an International Alliance for Systemic Change
Andrea Follmer Greenhoot, University of Kansas Main Campus; Noah Finkelstein, University of Colorado at Boulder; Ann Austin, Michigan State University; Gabriela Weaver, University of Massachusetts-Amherst
This session explores how an international alliance could accelerate implementation of more robust and equitable teaching evaluation approaches in higher education. The need for better approaches has been ...

Equitable Undergraduate Student Success Through Integrating and Scaffolding Research Throughout Degree Programs: Coaching, Measuring, and Sustaining Change
Elizabeth Ambos, Ambos Consulting; Melissa Haswell, Delta College; Mitchell Malachowski, University of San Diego; Kerry Karukstis, Harvey Mudd College; Jillian Kinzie, Indiana University Bloomington; Jeffrey Osborn, The College of New Jersey
Undergraduate research is widely documented to increase student success, as gauged by such measures as retention, graduation rates, and post-graduation outcomes. Integrating and scaffolding this practice throughout ...

The (STEM)2 Network: Accelerating transformation by bridging disciplinary and institutional silos
Alison Hyslop, St. John's University-New York; Jessica Santangelo, Hofstra University
Systemic transformation of STEM higher education is challenging. The (STEM)2 Network is a multi-disciplinary, multi-institution network of STEM faculty, administrators, and education researchers that addresses ...

Building More Effective Collaboration in STEM Education Reform
Evangeline Su, University of Wisconsin-Madison; Lucas Hill, University of Wisconsin-Madison
The success of change initiatives are built upon the relationships between collaborators and with their respective constituents. Just as learning is inextricably connected to social dimensions, transforming STEM ...

Departmental Action Teams can catalyze sustained change at individual, group, and organization levels
Sarah Wise, University of Colorado at Boulder; Courtney Ngai, Colorado State University; Joel Corbo, University of Colorado at Boulder
Models supporting sustained departmental change have emerged in recent years, including the Departmental Action Team (DAT) Project. However, a gap exists in our understanding of mechanisms by which change occurs ...

Teaching TRIOS: Lessons Learned through A Strength-Based Approach to Peer Observation
Sarah Bleiler-Baxter, Middle Tennessee State University; Alyssa Freeman, Middle Tennessee State University; Gregory Rushton, Middle Tennessee State University; Cassandra Mohr, Middle Tennessee State University; Andrew Puente, Middle Tennessee State University; Abigail Nkuah, Middle Tennessee State University; Cory Wang, Middle Tennessee State University; Aspen Malone, Middle Tennessee State University; Grant Gardner, Middle Tennessee State University
Teaching TRIOS is a peer observation program developed in the mathematics department at Middle Tennessee State University in 2014. The program was designed as a time-sensitive (T), reciprocal (R), Inclusive (I), ...

Driving Evidence-Informed Educational Improvement through Collaborative Inquiry
Andrea Follmer Greenhoot, University of Kansas Main Campus; Omar Safir, University of Kansas Main Campus; Joshua Potter, University of Kansas Main Campus
Academic departments serve as crucial sites for educational transformation, particularly for course and curricular changes that require coordinated faculty efforts and collective responsibility for student ...

Strengthening Systemic Change Initiatives through Scaffolding Processes: Insights for Change Leadership Teams
Ann Austin, Michigan State University; Sandra Laursen, University of Colorado at Boulder; Kris De Welde, College of Charleston; Diana Roque, University of Colorado at Boulder
Experience and research have shown that systemic organizational change is challenging to implement and sustain. In addition to the specific interventions and strategies used to advance organizational change goals, ...

Empowering change: Exploring multiple perspectives on benefits and challenges of an instructional change initiative that engages faculty and undergraduate students in improving STEM courses together
Hannah Castro, Texas State University-San Marcos; Tyler Atkinson, Texas State University-San Marcos; Alicia Montecinos, Texas State University-San Marcos; Eleanor Close, Texas State University-San Marcos; Madison Fitzgerald-Russell, University of Iowa; Kylie Hedge, Texas State University-San Marcos; Lexie Kerr, Sam Houston State University; Alice Olmstead, Texas State University-San Marcos
Efforts to improve STEM education now often focus on faculty-driven reforms. However, faculty may struggle to understand how potential instructional changes will be experienced by students. Students serving as ...

A CIRTL Change Leadership Development Program for Early Career Educators to Advance Inclusive STEM Teaching and Learning: Lessons Learned from an NSF-Funded Pilot
Rachel Kennison, University of California-Los Angeles; Kelly Clark, Johns Hopkins University; Lucas Hill, University of Wisconsin-Madison; L.J. McElravy, University of Nebraska at Lincoln
Due to significant efforts in teaching professional development through initiatives like the Center for the Integration of Research, Teaching, and Learning (CIRTL), graduate students (GS) and postdoctoral scholars ...

Advancing STEM teaching nationwide through 500+ trained local learning community facilitators
Bennett Goldberg, Northwestern University; Diane Codding, Boston University; Sarah Hokanson, Boston University; Alex Yen, Massachusetts Institute of Technology
There has long been an undeniable need for more inclusive learning environments in higher education, particularly in STEM courses. Due in part to alienating classroom climates and marginalizing instruction, ...

Building Lasting Momentum: Engaging Faculty in Evidence-Based Teaching Through MoSI, CoPs, and local Communities of Transformation
Lundon Pinneo, University of Arkansas at Little Rock; Mark Baillie, University of Arkansas at Little Rock; Michael Moore, University of Arkansas at Little Rock
In today's evolving educational landscape, continuous professional development incorporating evidence-based teaching is essential. Yet, individual efforts often feel disconnected from broader institutional ...