The list below is intended to serve as a resource for those looking to host speakers on topics related to alternative assessment approaches in STEM. We will continue to update this list as we receive additional nominations. We have not reached out to these individuals to determine interest in presenting to SEISMIC. Those interested in inviting these speakers should reach out to them directly. To suggest additional speakers or topics, or request edits to this list, please use the form below.
Reason for nomination: Co-Author of Grading for Growth (2023).
Reason for nomination: Cooper’s very significant work in leading efforts to reform assessments (and thus teaching) in undergraduate STEM courses through the incorporation of 3D Learning.
Reason for nomination: Demonstrated low-stakes testing in large-enrollment General Chemistry 1.
Reason for nomination: Guberman has been working on alternative assessment practices both in their own teaching and in supporting others for many years including publications, presentations, and workshops and consultations with faculty. Guberman created and taught a class (twice) on grading practices in higher education for undergraduate students and has co-presented with students twice at the Grading Conference based on the class. Guberman can speak to basics about different grading practices, student perspectives on grading practices (which they could do with student collaborators), decision-making practices (they co-developed a framework with colleagues that they have presented at national conferences), and/or the use of self-determination theory (SDT) as an underlying framework to make effective decisions about grading and assessment practices. Guberman is currently co-writing a book under contract with Routledge about course design rooted in SDT, which will be available in summer 2026.
Guberman is also particularly interested in using any of these frames as a launching point for workshops to help instructors make meaningful decisions about grading and assessment frameworks for their classes.
Reason for nomination: Ben Motz leads the INTERACT Incubator, a project focused on identifying research needs for studying teaching practices that improve equity in STEM and creating a detailed design plan for infrastructure that can address these needs comprehensively and at scale. Motz brought together an impressive team of experimental social psychologists who study social cues in STEM, experimental cognitive psychologists who study learning in authentic classroom settings, as well as education stakeholders and technologists with expertise in digital infrastructure for education. Together, this team explored how to develop novel infrastructure to support mid-scale research in STEM education.
Reason for nomination: Author of Grading for Growth (2023).
Reason for nomination: Ben Van Dusen’s Google Scholar page shows several different studies that would be of interest to the SEISMIC community.
Updated 8/27/2025