Pathways to Career Success: A STEM Career Mentorship Program
Jeffrey Jones
The Pathways to Engineering Success Program focuses on guiding undergraduate STEM students toward thriving careers in chosen fields. This mentorship initiative pairs students with experienced professionals to provide practical insights, career guidance, and leadership development. Through hands-on learning, resume coaching, and exposure to real-world challenges, the program equips participants with the tools and confidence to excel in specialized engineering fields, while promoting diversity and inclusivity in STEM careers.

Creative Scientific Inquiry Experiences
Ellene Tratras Contis, Eastern Michigan University
The Creative Scientific Inquiry Experience (CSIE) is a STEM-related program funded by the U.S. Department of Education that connects students with faculty and with community projects through an integrated science curriculum. We specialize in creating learning experiences for students in STEM fields through innovative courses and student events. Our courses are 1-2 credit hours, and faculty work with community partners to develop coursework that allows students to work on real-world problems.

Communities of practice for engaging faculty in STEM course reform
Laura Hahn, University of Illinois at Urbana-Champaign
At large research-intensive universities, teaching STEM at scale has posed instructional challenges to faculty who are unaccustomed to addressing pedagogy in a collective, sustainable manner. At our institution, through strategic implementation of communities of practice, we are beginning to integrate the qualities of a strong, collaborative research culture into the context of teaching.

Enabling Faculty to Adopt Deliberative Democracy Pedagogy: a tool to broaden and engage
Gwen Shusterman, Portland State University
This project has been focused on catalyzing pedagogical innovation in introductory science courses. In particular, structures have been put in place to facilitate the implementation of the model of Deliberative Democracy Pedagogy (DDP). DDP is an active learning strategy, based on deliberative democratic models of citizen engagement in science policymaking. This integrative pedagogical approach, revises the delivery of conventional introductory science content around modules that engage students with current science policy controversies. Teaching teams of faculty and graduate students have attended summer pedagogical workshops, developed curricular modules, implemented the modules and participated in regular Communities of Practice meetings.

Unconscious Bias Faculty Training
Travis York, APLU
The Office of Faculty Development and Diversity and The Cornell Interactive Theatre Ensemble (CITE) offer a workshop focused on establishing an effective search and addressing issues such as unconscious bias in active recruitment.

STEMcoding project
Chris Orban, Ohio State University-Main Campus
Groups like code.org have revolutionized computer science education for the elementary school and junior high levels. But for the most part the revolution has not yet reached high-school STEM courses like physics, math and chemistry. The STEMcoding project exists to re-imagine introductory STEM courses with computer science in mind. Many schools are unable to offer computer science, but they may have a physics, or chemistry or math teacher who could integrate coding into some part of their course if there was coding content that was well aligned with the learning objectives of that course.

Developing and implementing institution data dashboards to drive course transformation
Shanna Shaked, University of California-Los Angeles
We are working with institutional research folks, deans and other interested faculty to develop and implement institutional data dashboards that can be used to foster conversations and interventions to improve teaching.

Teaching Rubric for Tenure Process
Chad Brassil, University of Nebraska at Lincoln
Developed a teaching rubric as a faculty in order to reduce variance among tenure cases.

Teaching Quality Framework Initiative
Noah Finkelstein, University of Colorado at Boulder
This effort provides framework for supporting and assessing teaching quality across all departments on a campus (i.e. a Teaching Quality Framework, or TQF). The TQF has two essential elements: (1) categories that define teaching as a scholarly activity, and (2) a change process for implementation. To assess teaching quality, we draw on three perspectives--faculty members, their students, and their peers--as sources of data. The TQF scholarly categories are held constant across departments, but each department contextualizes them according to the specifics of their discipline. The implementation strategy is grounded in theories of organizational change and is designed to lead to campus-wide adoption. This strategy is not a top-down mandate; it focuses on bringing together key faculty leaders and departments and providing them with a structure to co-create, test, and evaluate an assessment system in the context that makes the most sense to them.

An Education Research Professional Learning Community for STEM Faculty
Louis Nadelson, Utah State University
The STEM Education Research Scholars Group (SERSG) is a faculty community of practice (FCP) focused on increasing knowledge and experience in STEM education research. The participants applied to be part of the group (eight scholars per cohort) which was facilitated by an expert educational researcher, and committed to engage in both individual and group STEM education research projects. At the end of the fourth year, I conducted an exploratory study of the program outcomes and influences by surveying the 31 program alumni.