Please see below for our schedule of events for 2022-2023. These events include talks organized by SEISMIC and SEISMIC institutions, as well as events SEISMIC is co-sponsoring, and are open to anyone interested to attend. For more information, please contact our Speaker Events Bureau at firstname.lastname@example.org
October 20th, 2023
Authors Visit University of Michigan: 90-Minute Workshop
Kelly A. Hogan and Viji Sathy, the authors of Inclusive Teaching: Strategies for Promoting Equity in the College Classroom, will visit the University of Michigan on 10/20/23 to discuss their book and lead a workshop.
“Teaching strategies that emphasize structured active learning can create more equitable classrooms and improve learning for all students. As an introduction to inclusive teaching techniques, Professors Kelly Hogan and Viji Sathy of the University of North Carolina will ask participants to reflect on inequities and diversity in their classrooms through interactive, hands-on activities. After providing a framework for inclusive design and their own research results, Hogan and Sathy will lead participants through active learning exercises and case studies that explore inclusive techniques. Drawing upon their own teaching experiences and educational research, they will model approaches that can be readily implemented with any discipline or class size to help all students achieve to their potentials.”
June 1st, 2023
What am I actually measuring? The role of validity evidence in STEM education research
Speaker: Regis Komperda, PhD, San Diego State University
May 11th, 2023
Examining the U.S. premed path as an example of discriminatory design
Speaker: Barret Michalec, PhD, Arizona State University
April 13th, 2023
Webs of Science: Mentor Networks Influence Social Integration into STEM Careers
Speaker: Paul Hernandez, PhD, Texas A&M University
Thurs. & Friday
March 30 & 31, 2023
Hello from the University of California, Irvine!
You are invited to join us at our inaugural Waypoints Symposium where we will discuss the future of educational institutions in facilitating student success.
Our goal is to bring innovators together to discuss the different ways we must transform our institutions to better serve our students and our broader communities.
UCI is on an incredible journey to dismantle silos and disrupt the status quo for good. As we work toward improving student outcomes, graduation rates, and other traditional metrics, we find our path is best guided by a balance of policy, practice, and the strategic use of data.
We’d love to share our insights with you. But more importantly, we also want to hear your stories and together address the challenge before us. We encourage you to join the conversation.
Registration is now open, so reserve your seat today!
March 9th, 2023
Disrupting Paradigms and Practices to Diversify the Biology Education Ecosystem
Speaker: Angela Michelle White, PhD, Johnson C. Smith University
February 2nd, 2023
QuantCrit as a Methodological Framework to Support Equity and Justice in Chemistry Education Research
Speaker: Paulette Vincent-Ruz, NM State University
The myth of meritocracy obscures the reality of injustice manifesting as educational debts along gender, racial, and other marginalized identities. Particularly, in Discipline-Based Education Research (DBER), the study of equity and justice problems centers theoretical and methodological practices that perpetuate the racism-race reification process and fails to provide insight that can dismantle an unjust system. In this talk, I will present (1) the “Resources for Equitable Activation of Chemical Thinking Framework”, a framework I proposed to center equity theories in Chemistry Education Research, and (2) my QuantCrit methodological approach. I will apply this equity-centered approach to unearth a counterstory to traditional and harmful explanations of the “underperformance” of Black students in an Introductory Chemistry course. Furthermore, I will show how this equity- centered approach allows us to reach conclusions with practical implications that improve instructors’ practice, and better support their marginalized students. Finally, I will present how both my theoretical and methodological perspectives will be applied to build an Equity-Centered Research Program that aims to solve both theoretical and practical issues in Chemistry Education Research.
January 30th, 2023
A trans-Atlantic quest for evidence-based assessment
Speaker: Sehoya Cotner, University of Minnesota
Undergraduate introductory courses in science, technology, engineering, and mathematics (STEM) often rely on a few, high-stakes exams to assess student learning. This assessment strategy engenders high test anxiety and negatively impacts performance, especially among students with marginalized identities (e.g., women, PEER, and first-generation college students). In US-based studies, we consistently find that more test anxious students perform worse in their STEM courses, and students with marginalized identities (in STEM) are more test anxious. In my recent work in Norway, I have found that all students overwhelmingly want more assessments, both graded and ungraded. Further, first generation students, a student group rarely studied in Norway, were more likely to ask for different types of assessments to replace high-stakes exams. In sum, student preferences align with assessment practices known to reduce the impact of test anxiety. These results support calls for creating STEM environments in which student voices are listened to and valued and where assessment practices provide opportunities for growth and learning. Discussion will center on various evidence-based strategies to mitigate the impacts of test anxiety and further our collective mission of equitable STEM education.
December 12th, 2022
1 pm – 2 pm EST
AIM Research – Equity in Assessment for Large Undergraduate Courses
Speaker: Montserrat B. Valdivia Medinaceli, Graduate Research Assistant, Indiana University Bloomington
In this presentation, I aim to showcase the importance of using item bias detection methods to improve equity in assessment. Large undergraduate S.T.E.M. and Business courses use assessments as an indicator of progress and achievement, and assessments tend to be highly weighted in the course’s final grade. Therefore, the implications of the results of these assessments are highly impactful on students’ progress and perception of ability, particularly when students belong to minoritized groups. I will present the results of applying various differential item functioning statistics to compare more- and less-privileged groups in a course final exam at a Midwest four-year university. I hope the results of this analysis help initiate a conversation about fairness in assessment in large undergraduate courses.
Fall 2022 – Winter 2023
Across multiple weeks and institutions!
Weeks of SEISMIC
The Weeks of SEISMIC continue into the Fall and Winter at more of our institutions! In the Fall, SEISMIC will be visiting University of Minnesota, Indiana University, and Arizona State University. In the Winter, SEISMIC will be visiting University of Pittsburgh and University of California Davis. Read more about the Weeks of SEISMIC on our webpage!
Previous Events and Webpages
Check out our 2021-2022 Events page for previous events and information!
SEISMIC Conversations was an event series for SEISMIC Working Group members. The Speaker Events Bureau hosted three SEISMIC Conversations during the 2021-2022 academic year.
Over two days, SEISMIC shared a variety of classroom innovations and programs to support course transformations at a large scale.
Check out our 2021 Winter/Spring Events page for previous events and information!
Check out our Fall 2020 Events page for previous events and information!