Day 1 - Tuesday, June 11

Michigan Room at the Michigan League (ML)
Grizzly Peak Brewing Co.
All sessions are for registered participants EXCEPT keynotes and plenaries, which are open to the public.

4:30 pm - Bus from Holiday Inn to Michigan League

5:00 pm - Welcome from SEISMIC Director Tim McKay (ML)

5:30 pm - Institution Gallery Walk (ML)

6:50 pm - Bus from Michigan League to Grizzly Peak Brewing Co. to Holiday Inn (2 stops)

7:15 pm - Dinner at Grizzly Peak Brewing Co.

9:45 pm - Second bus from Grizzly Peak Brewing Co. to Holiday Inn

Day 2 - Wednesday, June 12

East Room at Pierpont Commons (ER)
Center Room at Pierpont Commons (CR)
Tishman Hall at Bob and Betty Beyster Building (BBB)
Classroom 1610 at Industrial and Operations Engineering Building (IOE)
All sessions are for registered participants EXCEPT keynotes and plenaries, which are open to the public.

7:45 am - Bus from Hotel to Pierpont Commons

8:00 am - Breakfast & Networking (ER)

9:00 am - Introduction to Collaboration Council (IOE)

9:15 am - Keynote 1 - Dr. Ramón Barthelemy (IOE)

10:15 am - Break

10:30 am - Plenary 1 - Becky Matz: Measurements (IOE)

11:30 am - Lunch & Unconference “planning” (ER)

12:30 pm - Working Group Parallel Sessions 1

WG 1: Measurements (CR)

WG 2: Experiments (IOE)

WG 3: Structures (ER)

2:00 pm - Break

2:15 pm - Project Pitches

Theme A: In the Context of Courses (CR)

Theme B: Studying Environments Across SEISMIC (ER)

Theme C: Tools and Interventions to Support Students and Research (ROOM CHANGE: White Auditorium - Rm 906, Cooley building)

4:30 pm - Plenary 2 - Chandralekha Singh,

Kevin Binning & Chris Schunn: Experiments (ROOM CHANGE: White Auditorium - Rm 906, Cooley building)

5:30 pm - Collaboration Unconference

6:00 pm - Catered Dinner (ER)

7:00 pm - Poster Fair (BBB)

9:15 pm - Bus from Pierpont Commons to Holiday Inn

Day 3 - Thursday, June 13

East Room at Pierpont Commons (ER)
Center Room at Pierpont Commons (CR)
Classroom 1610 at Industrial and Operations Engineering Building (IOE)
All sessions are for registered participants EXCEPT keynotes and plenaries, which are open to the public.

7:45 am -  Bus from Holiday Inn to Pierpont Commons

8:00 am - Breakfast & Networking (ER)

9:00 am - Keynote 2 - Dr. John Gates (IOE)

10:00 am - Break

10:15 am - Plenary 3 - Marco Molinaro: Structures (IOE)

11:30 am - Lunch & Unconference “planning” (ER)

12:30 pm - Working Group Parallel Sessions 2

WG 1: Measurements (CR)

WG 2: Experiments (IOE)

WG 3: Structures (ER)

2:00 pm - Break

2:15 pm - Working Group Parallel Sessions 3

WG 1: Measurements (CR)

WG 2: Experiments (IOE)

WG 3: Structures (ER)

4:30 pm - Keynote 3 - Dr. Emily Miller (IOE)

5:30 pm - Collaboration Unconference

6:00 pm - Catered Dinner (ER)

7:30 pm - Bus from Pierpont Commons to Holiday Inn

Day 4 - Friday, June 14

East Room at Pierpont Commons (ER)
Center Room at Pierpont Commons (CR)
Classroom 1610 at Industrial and Operations Engineering Building (IOE)
All sessions are for registered participants EXCEPT keynotes and plenaries, which are open to the public.

7:45 am - Bus from Holiday Inn to Pierpont Commons

8:00 am - Breakfast & Networking (ER); Luggage drop off (CR)

9:00 am - Keynote 4 - Dr. Sehoya Cotner (IOE)

10:00 am - Break

10:15 am - Lightning Talks (IOE)

11:30 am - CoCo Panel (IOE)

12:00 pm - Lunch & departures (ER)


Holiday Inn Near the University of Michigan
3600 Plymouth Road Ann Arbor, Michigan 48105

Meeting Spaces

Tuesday, June 11 (UMich Central Campus)

Michigan Room at the Michigan League
911 N University Ave, Ann Arbor, MI 48104

Grizzly Peak Brewing Co.
120 W Washington St, Ann Arbor, MI 48104

Wednesday, June 12 - Friday, June 14 (UMich North Campus)

East Room and Center Room at Pierpont Commons
2101 Bonisteel Blvd, Ann Arbor, MI 48109

Tishman Hall at Bob and Betty Beyster (BBB) Building
2260 Hayward St, Ann Arbor, MI 48109

1610 Classroom at Industrial and Operations Engineering (IOE) Building
1205 Beal Ave, Ann Arbor, MI 48109

Parking (if you won't be taking our bus)


Getting Around During the Meeting

SEISMIC has arranged for UM buses to transport participants between the Holiday Inn Near the University of Michigan and our various meeting spaces. See below for the schedule and pick up locations:

Tuesday, June 11

4:30 pm - Holiday Inn to Michigan League

6:50 pm - Michigan League to Grizzly Peak Brewing Co.

7:10 pm - Grizzly Peak Brewing Co. to Holiday Inn

9:45 pm - Grizzly Peak Brewing Co. to Holiday Inn

Wednesday, June 12

7:45 am - Holiday Inn to Pierpont Commons

9:15 pm - Pierpont Commons to Holiday Inn

Thursday, June 13

7:45 am - Holiday Inn to Pierpont Commons

7:30 pm - Pierpont Commons to Holiday Inn

Friday, June 14

7:45 am - Holiday Inn to Pierpont Commons

DTW Airport

DTW Airport is 25 miles from our meeting hotel, the Holiday Inn Near the University of Michigan. Some options for traveling between the airport and hotel:

"Measuring Diversity and Inclusion in Large Foundational STEM Courses"

The topics of diversity and inclusion in higher education STEM have been an increasing focus of researchers and major national and federal organizations over the last two decades. This work has broadly examined student life on campus and in the workforce, but has put less focus on issues pertaining to large foundational courses (FCs) in STEM, where the majority of STEM students are taught and possibly leave STEM majors [8]. Three important areas emerge when considering diversity and inclusion in STEM FCs. (1) The individual student experience as it pertains to their sense of self, comfort, and belonging, (2) how the courses are taught, and (3) the curriculum chosen by the faculty and departments. This talk will reflect on each of these major areas and offer recommendations for moving forward with research.

Ramón Barthelemy is a former Fulbright and AAAS Science Policy Fellow dedicated to equity and inclusion in physics and STEM education. Dr. Barthelemy’s work has included studying the experiences of women in graduate physics and astronomy, LGBT persistence in the field of physics, and the motivations of students to pursue physics in Finland. He holds a Bachelor of Science in Astrophysics and a Doctorate in Physics Education Research. He is currently an assistant professor in the department of physics and astronomy at the University of Utah.

“Doing Justice: A Roadmap to Closing Achievement Gaps”

It is widely agreed that American higher education must work to close persistent achievement gaps among college students that disproportionately impact those from underrepresented minority, low income and first generation backgrounds. Like politics, achievement gaps are local and context specific; however, there are things we can learn from the work of other institutions’ efforts. This talk will contextualize two institutional efforts, one nearly complete and the other emerging, to tackle achievement gaps, both demonstrable and hidden.

John Fitzgerald Gates, Ph.D. is blazing new trails in the practice of Diversity and Inclusion. A strategic diversity management specialist, Dr. Gates places diversity in the realm of organizational strategy rather than programming as a lever to improve performance. According to Dr. Gates: “Any organization that sees diversity as simply about human differences is woefully behind the curve. Diversity is an expression of excellence, which shows up as the differences, similarities, complexities and tensions that can be found in any complex situation, task, decision, group, or person. Accordingly, a strategic diversity paradigm includes everyone and everything.” Dr. Gates is an organizational scientist, expert in Strategic Diversity Management, and in-demand corporate strategist. His engagements include a host of Fortune 500 companies, nonprofit organizations, and academic institutions. He teaches executives to reimage diversity management within the contexts of their business strategies, which is influencing how companies worldwide practice diversity management.

"Institutional Strategies to Deepen a Culture of Inclusive and Effective Teaching"

AAU’s Undergraduate STEM Education Initiative aims to influence the culture of STEM departments at AAU institutions so that faculty are encouraged and supported to use teaching practices proven by research to be more effective in engaging students in STEM education and in helping students learn. Cultivating an institutional culture in which efforts to improve the quality and effectiveness of undergraduate teaching and learning are a focus of sustained attention and inquiry by all members of the campus community is critical. But what are the distinguishing features of such a culture and what strategies and levers are most powerful to build, nurture, and sustain such cultures? During this keynote session, participants will learn about the administrative roles, organizational structures, and strategies AAU member campuses are putting in place to advance and coordinate multiple undergraduate education reforms, create inclusive educational environments, and ultimately engage in a cycle of continuous improvement.

Dr. Miller has served at AAU since November 2012. As the Associate Vice President for Policy, she has primary responsibilities for collaborating with member campuses on institutional policy efforts related to undergraduate and graduate education. She directs the AAU Undergraduate STEM Education Initiative, the PhD education initiative, and other grant-funded projects. She also staffs AAU’s STEM Network and Association of Graduate Schools constituent groups and serves as liaison to the AAU Arts & Science Deans group. Dr. Miller has published on the topics of post-secondary institutional leadership, specifically as it relates to governance and administration; organizational change in universities and colleges; and higher education policy. She is also a professional lecturer of higher education at The George Washington University. She earned her PhD in Higher, Adult, and Lifelong Education from Michigan State University; MA in Education Policy and Management from Harvard Graduate School of Education; and BA in Political Science from Gettysburg College.

"Where are we now? And where will we be in three years?"

SEISMIC is beginning with a clear goal: to advance equity and inclusion in foundational STEM courses. And the fundamental activities of SEISMIC are established: one, access and analyze institutional data to identify systemic challenges and opportunities; and two, motivate changes to long-established practice by harnessing the energies of the students, faculty, staff, and administrators who participate. However, the details of how this multi-institutional collaboration will work together to truly affect change are yet to emerge. This first annual meeting is therefore critically important—a place where new ideas will emerge, a collective vision will be reshaped by the input of many, and emerging leaders in the field will be given an opportunity to decide the trajectory of something big and meaningful. As we conclude our time together, I will synthesize—to the best of my ability—the prevailing themes of the conference, from what we want to do right now to what we want to become in three years.

Sehoya Cotner earned her PhD in Conservation Biology, but has turned her research focus to undergraduate biology education. She is particularly interested in barriers to equity in STEM fields, focusing much of her work on performance and retention gaps that arise in introductory-level courses. Sehoya is PI of several NSF-funded initiatives emphasizing inclusive teaching, training teaching assistants to facilitate inquiry, and course-based research experiences. She has most recently published on the effect of class size on gender-biased performance gaps, participation gaps in biology and chemistry courses, the role of high-stakes tests in observed performance gaps (between men and women, and between first-generation college students and their continuing-generation counterparts), and how gender ratios impact in-class group dynamics. Current work highlights the role of hidden identities in active-learning settings. Sehoya has proposed, and continues to explore, the “Course Deficit Model,” whereby instructional choices can either increase or lower barriers to equity.

The Project Pitches session will take place on Day 2 - Wednesday, June 12 from 2:15 to 4:15 pm. There will be three parallel sessions, with projects split into the following themes and corresponding rooms.

Theme A: In the Context of Courses

Center Room at Pierpont Commons (CR)
2:15 pm - Building Knowledge of STEM Course Equivalencies and Structures

Ben Koester (UM), Christian Fischer (UCI)

2:45 pm - Technologies to Support Inclusion

Perry Samson (UM), Christian Fischer (UCI)

3:15 pm - Student Use of Office Hours

Eduardo Gonzalez (UCSB)

3:45 pm - Competency-Based Course Designs for Intro STEM

Fred Terry (UM)

Theme B: Studying Environments Across SEISMIC

East Room at Pierpont Commons (ER)
2:15 pm - Student Anxiety, Assessment, & Performance Gaps

Sehoya Cotner (UMN)

2:45 pm - Student Support Across SEISMIC

Melissa Gross, Stephanie Walker, Lisa Walsh (UM)

3:15 pm - Studies of Faculty/Student Interaction and Student Social Networks

Peter McPartlan, Brian Sato, Sabrina Solanki (UCI)

3:45 pm - Measuring Inclusion and Practices Which Influence It

Marco Molinaro, Meryl Motika (UCD)

Theme C: Tools and Interventions to Help Support Students and Research

Classroom 1610 at Industrial Operations and Engineering Building (IOE)
2:15 pm - ECoach as a Potential Research/ Intervention Platform

Linda Adler-Kassner (UCSB), Holly Derry, Ben Hayward, Tim McKay (UM)

2:45 pm - Research Into Scaling Classroom Interventions, Stealth Assessment

Kevin Binning, Chris Schunn (Pitt)

3:15 pm - Problem Roulette and ART as Tools of Transparency and Access

August Evrard (UM)

3:45 pm - Writing-to-Learn in Intro STEM Courses

Rachel Goldman (UM), Vanessa Woods (UCSB)

Poster Titles

ASU's HHMI Inclusive Excellence Project: Moving from access to inclusion

Jim Collins, ASU

To what extent have Disability Resources Centers evolved to accommodate the challenges of active learning?

Logan Gin, ASU

Leaving research: Factors that impact a student leaving an academic year research experience

Logan Gin, ASU

Fear of negative evaluation: A novel construct underlying student anxiety in active learning college science courses

Logan Gin, ASU

Toward Inclusive Excellence: Comparative Analysis of In-Person & Online STEM Course Grades

Chris Mead, ASU

Immersive, Interactive Virtual Field Trips: Research, Design, and Implementation

Chris Mead, ASU

Positioning Students to Understand Urban Sustainability Strategies through Vertical Integration

Kristen Parrish, ASU

Comparison of the Effectiveness of a Developmental Course and an Artificially Intelligent Tutor for Preparing Students for a Gateway Chemistry Course

Martha Oakley, IU
Engaging Faculty in Learning Analytics: Agents of Institutional Change
George Rehrey, IU

Characterizing College Science Instruction: The Three-Dimensional Learning Observation Protocol

Becky Matz, MSU

Characterizing Scientific Practices, Crosscutting Concepts, and Core Ideas in Science Assessments

Becky Matz, MSU

Enhanced student learning using concept-point recovery teaching sessions

Emily Bonem, Purdue

From silt to sand: A hybrid approach to teaching a soils lab

Emily Bonem, Purdue

Non-cognitive and Affective Factors that Influence Student Pathways and Success

Allison Godwin, Purdue

Using teamwork to increase higher-order thinking skills

Chantal Levesque-Bristol, Purdue

A motivational framework for the design and analysis of student-centered calculus at the university

Chantal Levesque-Bristol, Purdue

Success through transformative education and active mentoring

Chantal Levesque-Bristol, Purdue

A Case Study in Creating and Teaching a Highly Structured Introductory Biology Course

Marc Facciotti, UCD

Know Your Students: Empowering Educators to Improve Learning Using Data

Marco Molinaro, UCD

What happens to our students? Connecting grades, units, and retention

Meryl Motika, UCD

Advanced Placement course credit and student success in STEM gateway courses

Christian Fischer, UCI

A large-scale survey of the study strategies of incoming first-year university students: the relationships of strategy to gender, ethnicity, course type and course grade

Adrienne Williams, UCI

Freshmen Seminar Learning Communities Promote Persistence within the UCSB PreBiology Major

Lalo Gonzalez, UCSB

Creating Equitable Classrooms: Threshold Concepts Informed Design for Research Methods

Vanessa Woods, UCSB

Understanding Persistence and Retention in STEM

Israa Ali, UM

Launching Collaborative Course Reform

Susan Cheng, Elizabeth Levesque, Matt Kaplan, UM

Writing-to-Learn in an Introductory Physics Course

Robert Dalka, UM

Using Writing to Support Conceptual Learning in Introductory STEM Courses

Solaire Finkenstaedt-Quinn, UM

Talking about Leaving Foundational STEM Courses: a SEISMIC Collaboration

Juniar Lucien, UM

ECoach: a SEISMIC Research Platform for Personalizing Education

Tim McKay, UM

Knowledge, Beliefs, and Teaching Practices of College Level STEM Instructors

Ginger Shultz, UM

Test Anxiety Mitigation Strategies: Can We Broaden Participation by Understanding Student Perceptions?

Sehoya Cotner, UMN

Investigating the Challenges Faced by Students with Disabilities in Introductory STEM Laboratories

Sehoya Cotner, UMN

Diversifying Discussions: How do we facilitate talking about biology in our classrooms?

Abdi Warfa, UMN

An investigation into students’ self-efficacy in introductory physics courses

Chandralekha Singh, Pittsburgh

The Location and Mechanisms of Gender Differences in Retention in Pre-Medical Science Courses

Eben Witherspoon, Pittsburgh

About the Summer Meetings

The Annual Collaboration Meetings are intended to build community across SEISMIC and advance the efforts of the Working Groups. Face‐to‐face meetings play an important role in establishing the social ties needed for any successful collaboration. This is especially true when the community is diverse; coming from many institutions, disciplines, and roles in higher education, with various interests, goals, and identities. SEISMIC will have all these traits, which is why we have made annual meetings a centerpiece of this project. Aligned with the cycle of the academic year, these summer meetings will provide important structure for collaboration activities. Working groups and institutional teams will plan work with these meetings as deadlines for significant stages in their work.

Active participants in SEISMIC are encouraged to attend these meetings. SEISMIC pledges to support the hosting of 4 participants from each member institution. If you are interested in attending a summer meeting, contact your Local PI!

Content of the 2019 Summer Meeting


Expertise from outside of the collaboration is shared in a series of four keynote addresses, given by distinguished scholars from outside SEISMIC. These keynotes give our collaboration the opportunity to connect with the broader community of those concerned with STEM equity and inclusion. They also give invited speakers the opportunity to learn more about the activities of SEISMIC. Read more about our 2019 keynote speakers here.

Working Group members will have an opportunity to report on progress within the themes of the Working Groups to the collaboration as a whole through plenary reports.

The final day of the Meeting will include lightning talks from meeting participants. These 5-minute talks are an opportunity for participants involved in the different Working Groups to report out on their project plans for the upcoming year.

Working Sessions

Working Group parallel sessions, Project Pitches, and poster sessions are where participants will actively engage in conversations around what they want to do in SEISMIC, and make plans to achieve these goals. One goal for this 2019 Summer Meeting is to come out of it with a set of 9-12 key projects, defined and executed by the Working Groups. The Working Groups will report on their progress toward their key projects at the 2020 Summer Meeting.

During the Working Group parallel sessions, participants will choose a session to attend based on their interests. Initial descriptions of the Working Groups are here, but part of the work in these sessions will be revising these descriptions to better fit the goals of the participants.

Participants will have the opportunity to propose projects that they are ready to move forward with SEISMIC, but that may not clearly fit into one of the existing Working Groups. Through the Project Pitches session, participants will pitch their project to the collaboration and lead a discussion on how it could be implemented through SEISMIC. Following this session, the Working Groups will discuss these projects further and decide whether to take them on as key projects for the upcoming year.

There will be two poster sessions throughout the Meeting. The first is the Institution Gallery Walk, where participants get the opportunity to introduce their institution, the people involved on their campus, and the larger projects they already have in place. The second poster session is the Poster Fair, where participants will present on specific research projects and activities they have completed, or that they would like to accomplish through SEISMIC.

Unstructured Sessions

There will be multiple opportunities for participants to connect with one another outside of the above structured sessions. The first are the Collaboration Unconferences. During the planning time for these unconferences, participants can informally propose topics of discussion that they’d like to take part in later that day and set a location for them. Then, during the set aside unconference time, others can choose to participate in any of the discussions and move to those locations. This allows new projects and ideas to organically develop throughout the Meeting.

Another unstructured session is the Collaboration Council panel. In this panel, CoCo members will discuss the future plans of the collaboration and respond to questions from meeting participants.

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