In Event: AERA Poster Session Wednesday 11:45am

Division J - Postsecondary Education / Division J - Section 4: Faculty, Curriculum, and Teaching

Beyond Active Learning: Instructor Practices Connected to Students’ Sense of Belonging in Introductory STEM Courses - Yoon Ha Choi, Digital Promise; Taylor Alexander, Digital Promise; Julie Neisler, Digital Promise

Effectiveness of a First-Year Course Design Resulting in Narrowing Learning Gaps - Deborah M. Oh, California State University, Los Angeles; Joshua M. Kim, California State University - Los Angeles; Nazgol Makki, California State University - Los Angeles; Zhengqing Ni, California State University - Los Angeles; Wonjoo Shepard, California State University - Los Angeles

Evaluating the Impact of an Active Learning Institute on Student Success - Kameryn Denaro, University of California - Irvine; Jeffrey M. DeVries, University of California - Irvine; Richard B. Arum, University of California - Irvine

Exploring Belonging and Cultural Competence Among Women of Color in Introductory STEM at HSI-Community College - Elizabeth Nguyen, San Diego State University

Exploring the Theoretical Foundations of an iSTEM Graduate Program using Epistemic Network Analysis - Cynthia Esperanza Lima, University of Texas - San Antonio; Guadalupe Carmona, University of Texas - San Antonio; Veronica Vargas-Alejo, Universidad de Guadalajara; Saugata Datta, University of Texas - San Antonio; Harshad Kulkarni, Indian Institute of Technology Mandi; Luis E. Montero Moguel, University of Texas - San Antonio

Faculty Perceptions of Higher Education Quality in Afghanistan (2022-2024) - Sayed Nasratullah Mussawy, University of Massachusetts - Amherst

Faculty Teaching and Research Productivity and Equity in STEM: Student Grade Gaps in Lower-Division Courses - Anna Kye, University of California - Irvine; Brian Sato, University of California - Irvine; Kameryn Denaro, University of California - Irvine

Humanizing Online STEM: The Impact of Professional Development on Instructor Beliefs and Student Outcomes - Gala Merari Ledezma, University of California - Irvine; Di Xu, University of California - Irvine; Michelle Pacansky-Brock, Foothill College; Kimberly Vincent-Layton, Cal Poly Humboldt University

Improving Student Success through Faculty Development: Evidence from Gateway Courses at a Public HBCU - Paloma Benavides, ACUE; Elizabeth K. Lawner, Association of College and University Educators; Meghan Snow, Association of College and University Educators

Improving Teaching Effectiveness in a TESL Collaborative Program: Insights from Student Feedback - Shuxiong Feng, University of Delaware; Fan Zhang, University of Delaware

Institutional Drivers and State Contexts: Examining Variation in Community College Faculty Support Expenditures - Xiwei Zhu, San Diego State University

Investigating Classroom Patterns and Behaviors Based on Classroom Observation Protocol for Undergraduate STEM (COPUS) - Yousif Muten, Auburn University

Mind the Gap: Understanding and Predicting Education Inequity in Undergraduate STEM Active Learning Courses - Shangmou Xu, University of Washington; Annie Colgan, University of Washington; Sarah L. Eddy, University of Minnesota; Elli Theobald, University of Washington

Optimizing Corequisite Support Design: Instructional and Implementation Features Predicting Success in Gateway English and Math - Hongjiao Li, University of California - Irvine; XunFei Li, University of California - Irvine; Di Xu, University of California - Irvine