Stephanie Chasteen

Using Learning Assistants to Support Peer Instruction with Classroom Response Systems ("Clickers") part of Pedagogy in Action:Library:Teaching with Learning Assistants:Examples
Learning Assistants are used to facilitate student discussion in peer instruction during clicker questions (i.e., classroom response systems), by asking Socratic questions, emphasizing reasoning, and probing student thinking.

Using Learning Assistants in Recitation Tutorials part of Pedagogy in Action:Library:Teaching with Learning Assistants:Examples
Undergraduate Learning Assistants can be used to supplement the instructor and/or Teaching Assistant during recitations. They may help facilitate productive group work on tutorial activities designed to help ...

Using Learning Assistants in Homework Help Sessions part of Pedagogy in Action:Library:Teaching with Learning Assistants:Examples
Undergraduate Learning Assistants can provide one-on-one instruction in homework help sessions, assisting students with specific questions on weekly homework. These tutoring sessions act as office hours for the ...

Using Learning Assistants in Oral Assessments part of Pedagogy in Action:Library:Teaching with Learning Assistants:Examples
Undergraduate Learning Assistants -- prepared to work productively with students -- have been used to facilitate ungraded, voluntary oral assessments offered prior to exams. Oral assessments last one hour, and are ...

Characteristics of Dissemination Success (CODS) Framework part of Accelerating Systemic Change Network:Change Theories:Change Theories Collection
The Characteristics of Dissemination Success (CODS) framework identifies characteristics that enhance the likelihood that educational innovations will be adopted.This framework may be useful to a project in considering the needs and intentions of its' audience members, as well as the characteristics of the innovation itself.

Physics department culture of assessment and change: Results from the EP3 Chair's Survey part of Accelerating Systemic Change Network:Events:Meetings and Conferences:Transforming Institutions Conference 2021:Program:Poster Presentations:Poster Session B:Poster Session B-1
The APS Effective Practices for Physics Programs (EP3) Project Team surveyed chairs at physics-degree-granting departments nationwide to assess their perspectives on assessment practices and departmental change. ...

Core principles to guide and evaluate change: The TRESTLE Principles part of Accelerating Systemic Change Network:Events:Meetings and Conferences:Transforming Institutions Conference 2021:Program:Poster Presentations:Poster Session A:Poster Session A-1
Principles are statements that identify the core values, philosophy, or operating assumptions of an initiative, allowing a project to externalize its core values and create accountability for enacting those values ...

Translating Theory Into Practice for Widespread Change: The TRESTLE Initiative part of Accelerating Systemic Change Network:Events:Meetings and Conferences:Transforming Institutions Conference 2021:Program:Presentations:Session X
The TRESTLE (Transforming Education, Stimulating Teaching & Learning Excellence) initiative was developed as a multi-institutional intervention across six universities to promote broad adoption of ...

Science Education Initiative part of Network of STEM Education Centers:Program Descriptions
Science Education Initiative (SEI) was a transformative initiative aimed at changing STEM teaching practices in university settings. The SEI was successfully implemented in two institutions (University of Colorado Boulder and The University of British Columbia) over a period of 10 years. The SEI centered on department-based Discipline-Based Education Specialists (DBESs), disciplinary experts with training in the science of teaching and learning who serve as catalysts of change within departments. The two SEIs have influenced the teaching of hundreds of faculty and the learning of tens of thousands of students per year by promoting the use of evidence-based teaching practices in STEM. These teaching practices are informed by research on teaching and learning, and often include some element of active learning. The lessons learned from the SEI are included in the Science Education Initiative Handbook, linked in this listing.

Understanding how instructional change works part of Accelerating Systemic Change Network:Posts
Recommended article: "It's Personal: Biology Instructors Prioritize Personal Evidence over Empirical Evidence in Teaching Decisions," by Tessa Andrews and Paula Lemons, CBE-Life Sciences Education, ...

How to be a great embedded expert! Catalyzing change in your department from the inside. part of Accelerating Systemic Change Network:Events:Meetings and Conferences:Transforming Institutions Conference 2019:Program:Oral Presentations:Session A
In this presentation we will share our recommendations for embedded experts; faculty and postdocs with education expertise, embedded within departments. We will share lessons-learned in partnering effectively with ...

Leading departmentally-based change initiatives: The Science Education Initiative Handbook part of Accelerating Systemic Change Network:Events:Meetings and Conferences:Transforming Institutions Conference 2019:Program:Poster Presentations
Educational change efforts focused at the department level can be particularly powerful. Positive outcomes, however, are not automatic. This poster will share some of the big lessons-learned from the Science ...

Embedded expert models: Implementing change initiatives which support departments from within part of Accelerating Systemic Change Network:Events:Meetings and Conferences:Transforming Institutions Conference 2019:Program:Thematic Symposia
Educational change efforts focused at the department level can be particularly powerful. This session will focus on the use of discipline-based educational experts (DBESs) embedded directly within departments as ...

My Interest in ASCN: Stephanie Chasteen part of Accelerating Systemic Change Network:Member Profiles
University of Colorado at Boulder Center for STEM Learning Course transformation specialist Prior Organizational Change Work I am currently the Associate Director of the Science Education Initiative, and a PI of ...

Writing a proposal? Here are some great resources from ASCN! part of Accelerating Systemic Change Network:Posts
For many of us, it's proposal writing season. If you are submitting an NSF-IUSE proposal, there are increasing expectations that the proposal will include a theory of change for how the project aims to achieve ...

My Interest in ASCN: Stephanie Chasteen part of Accelerating Systemic Change Network:Events:Meetings and Conferences:Workshop: July 2016:Participant Profiles
University of Colorado at Boulder Center for STEM Learning Course transformation specialist Prior Organizational Change Work I am currently the Associate Director of the Science Education Initiative, and a PI of ...