Sara Brownell, Arizona State University: How groups of students are differentially impacted by active learning Link to Presentation

Rachel Kennison, University of California, Los Angeles: Preparing graduate students and postdoctoral scholars for success in diverse STEM classrooms by engaging in reflective teaching practices Link to Presentation

Workshop: Introduction to ggplot as an entry way to R for beginners Link to Presentation
Mine Dogucu, PhD, Assistant Professor of Teaching, Department of Statistics, University of California, Irvine: Learners are often more intrigued by making visual data summaries than making numerical data summaries. This workshop will provide a hands-on introduction to ggplot with an aim to use it to teach exploratory data analysis and to deliver the basics of R to the learner. Pedagogical strategies and resources for teaching ggplot will be shared.

Workshop: Strategies for incorporating science literacy Link to Presentation
Michael Leo & Penelope Collins, PhD, Department of Education, University of California, Irvine: Developing scientific literacy among undergraduate students is more important today than ever. This workshop will focus on the techniques and approaches to developing scientific literacy by emphasizing a writing to learn approach through adapting an evidence-based writing intervention, Self-Regulated Strategy Development. Methods to incorporate these interventions while keeping the workload manageable for large courses will also be covered.

Workshop: Using a reconciliatory approach to teaching evolution to religious students for increased acceptance Link to Lego Activity Lesson Plans Website:
Jamie L. Jensen, PhD, Department of Biology, Brigham Young University: In this workshop, we will focus on three main objectives: 1) Participants will be able to defend the differences between science and religion as two distinct ways of knowing; 2) Participants will develop pedagogical techniques to help students overcome the most prevalent misconceptions that we have shown to lead to a rejection of evolutionary theory on religious grounds; and 3) Participants will develop tools to help bridge the gap between science and religion for a general religious audience.

Workshop: Linking interdisciplinary concepts through CUREs: from chemistry to cell biology Link to Presentation
Ellis Bell, PhD, Department of Chemistry and Biochemistry, University of San Diego: Course based Undergraduate Research experiences (CUREs) are a well-documented, high-impact, student-centered teaching practice, and, as recommended by Vision and Change, offer an approach to provide increased access to bone fide research to a broad and diverse student population. This workshop will focus on how key elements of CUREs (Relevance, Scientific Background, Hypothesis Development, Proposal, Experiments/Teamwork to test hypothesis, Data Analysis and Conclusions, and Presentation) can be threaded into a CURE, helping to integrate foundational concepts of chemistry, physics and math with important questions in molecular and cell biology. The workshop has three objectives, 1) to provide strategies to help students develop testable hypotheses, 2) to illustrate how foundational concepts and skills can be melded into a CURE, and 3) to allow participants to develop a support network and implementable plan to incorporate their own research interests.