Grants & Publications

 

Throughout the lifespan of SEISMIC, community members have been awarded multiple grants and published a variety of papers. This page serves to summarize those accomplishments.

Grants Awarded

2018

Proposal Name

Funder & Amount

Principal Investigator(s)
The Sloan Equity & Inclusion in STEM Introductory Courses (SEISMIC) Project The Sloan Foundation, $1,061,264 Tim McKay

2020

Proposal Name

Funder & Amount

Principal Investigator(s)
Extending the Sloan Equity & Inclusion in STEM Introductory Courses (SEISMIC) Project The Sloan Foundation, $250,000 Tim McKay
The Role of In-Class Inquiry in Shaping Student Identity and Outcomes in Entry-Level STEM Courses NSF, $599,998 Perry Samson
PFI-TT: Using Artificial Intelligence to Identify Additional Educational Resources Based on What was Discussed in Class NSF, $249,997 Perry Samson
Personalized Course Coaching at Scale: Bringing ECoach to Pitt University of Pittsburgh Internal Grants (FYOP, SEED, and DB-SERC)

Lingfeng Liu, Jennifer Ganger, Jessica Wandelt

2021

Proposal Name

Funder & Amount

Principal Investigator(s)
Developing a Context-Integrated Mindset / Belonging Intervention to Eliminate Demographic-based Underperformance in Challenging Large Lecture Undergraduate Courses Institute of Education Services, $1,999,659 Kevin Binning
Collaborative Research: Strategic Course-based Adaptations of an Ecological Belonging Intervention to Broaden Participation in Engineering at Scale NSF,  $1,731,741 Linda DeAngelo
Racial Equity: STEM Microclimates of Intersectional Inclusivity: Modeling Interrelated Programmatic Features and their Relationships to Racial Academic Disparities NSF, $627,644 Tabbye Chavous
Exploring Beliefs That Explain Teaching and Assessment Practices and Their Consequences in STEM Gateway Courses The Sloan Foundation, $399,984 Anne-Barrie Hunter

2022

Proposal Name

Funder & Amount

Principal Investigator(s)
Collaborative Research: Transforming Institutions Through STEM Equity Learning Communities NSF, $299,990 Tim McKay
Preparing a Multi-Institutional Research and Practice Collaboration to Increase the Success of Low-Income Students in STEM NSF, $99,999 Tim McKay

2024

Proposal Name

Funder & Amount

Principal Investigator(s)
Collaborative Research: HSI Implementation and Evaluation Project: Promoting Student Success by Designing and Evaluating Evidence-Based Interventions for Biology Office Hours

NSF, $723,005

 Rachael Berry

Publications

Working Group 1: Measurement

  • Whitcomb, Kyle, Sonja Cwik, and Chandralekha Singh. 2021. “Not All Disadvantages Are Equal: Racial/Ethnic Minority Students Have Largest Disadvantage Among Demographic Groups in Both STEM and Non-STEM GPA.” AERA Open 7 (November):233285842110598. https://doi.org/10.1177/23328584211059823.
  • Castle, Sarah. 2021. “Equity in the STEM Landscape: A Multi-Institutional Approach to Mapping Systemic Advantages Within STEM Courses.” In Proceedings of the 2021 AERA Annual Meeting. AERA. https://doi.org/10.3102/1689325.
  • Fischer, Christian, Eben Witherspoon, Ha Nguyen, Yanan Feng, Stefano Fiorini, Paulette Vincent-Ruz, Chris Mead, William Nicholas Bork Rodriguez, Rebecca L. Matz, and Christian Schunn. 2022. “Advanced Placement Course Credit and Undergraduate Student Success in Gateway Science Courses.” Journal of Research in Science Teaching 60 (2): 304–29. https://doi.org/10.1002/tea.21799.
  • Pearson, Meaghan I., Sarah D. Castle, Rebecca L. Matz, Benjamin P. Koester, and W. Carson Byrd. 2022. “Integrating Critical Approaches into Quantitative STEM Equity Work.” CBE—Life Sciences Education 21 (1): es1. https://doi.org/10.1187/cbe.21-06-0158.
  • Fiorini, Stefano, Nita Tarchinski, Meaghan Pearson, Montserrat Valdivia Medinaceli, Rebecca L. Matz, Juniar Lucien, Hye Rin Lee, et al. 2023. “Major Curricula as Structures for Disciplinary Acculturation That Contribute to Student Minoritization.” Frontiers in Education 8 (August). https://doi.org/10.3389/feduc.2023.1176876.
  • Farrar, Victoria S., Bianca-Yesenia Cruz Aguayo, and Natalia Caporale. 2023. “Gendered Performance Gaps in an Upper-Division Biology Course: Academic, Demographic, Environmental, and Affective Factors.” CBE—Life Sciences Education 22 (4): ar52. https://doi.org/10.1187/cbe.23-03-0041.
  • Fiorini, Stefano, Valdivia Medinaceli, M. B., Matz, R. L., Pearson, M., Tarchinski, N., Tong, X., Castle, S., Sylvester, A., Denaro, K., & Farrar, V. (2023). Analytics revealing systemic inequities at different scales. Companion Proceedings of the 13th International Learning Analytics and Knowledge Conference (LAK23), March 13-17, Arlington, TX.
  • Castle, Sarah D., W. Carson Byrd, Benjamin P. Koester, Meaghan I. Pearson, Emily Bonem, Natalia Caporale, Sonja Cwik, et al. 2024. “Systemic Advantage Has a Meaningful Relationship with Grade Outcomes in Students’ Early STEM Courses at Six Research Universities.” International Journal of STEM Education 11 (1): 14. https://doi.org/10.1186/s40594-024-00474-7. 
  • Denaro, Kameryn, Kimberly Dennin, Michael Dennin, and Brian Sato. 2022. “Identifying Systemic Inequity in Higher Education and Opportunities for Improvement.” PLOS ONE 17 (4): e0264059. https://doi.org/10.1371/journal.pone.0264059.

 

Working Group 2: Experiments

  • Cooper, Katelyn M., Logan E. Gin, M. Elizabeth Barnes, and Sara E. Brownell. 2020. “An Exploratory Study of Students with Depression in Undergraduate Research Experiences.” CBE—Life Sciences Education 19 (2): ar19. https://doi.org/10.1187/cbe.19-11-0217.
  • Cooper, K. M., Gin, L. E., & Brownell, S. E. (2020). Depression as a concealable stigmatized identity: what influences whether students conceal or reveal their depression in undergraduate research experiences?. International Journal of STEM Education, 7(1), 1-18. https://doi.org/10.1186/s40594-020-00216-5
  • Woods, Vanessa E., Margarita Safronova, and Linda Adler-Kassner. 2021. “Guiding Students Towards Disciplinary Knowledge With Structured Peer Review Assignments.” Journal of Higher Education Theory and Practice 21 (4). https://doi.org/10.33423/jhetp.v21i4.4216.
  • Gin, Logan E., Frank A. Guerrero, Sara E. Brownell, and Katelyn M. Cooper. 2021. “COVID-19 and Undergraduates with Disabilities: Challenges Resulting from the Rapid Transition to Online Course Delivery for Students with Disabilities in Undergraduate STEM at Large-Enrollment Institutions.” CBE—Life Sciences Education 20 (3): ar36. https://doi.org/10.1187/cbe.21-02-0028.
  • Cheng, Susan J., Teresa Mourad, Deborah E. Goldberg, George Middendorf, Luanna B. Prevost, and Timothy A. McKay. 2021. “Harnessing Data for Inclusive Ecology Education: Building Programs to Move the Discipline Toward Systemic Change.” The Bulletin of the Ecological Society of America 102 (2): e01842. https://doi.org/10.1002/bes2.1842.
  • Godwin, A., DeAngelo, L. T., McGreevy, E., McChesney, E., Binning, K. R., Diaz, C., Dorvè-Lewis, G., Elie, A.-K., Kaufman-Ortiz, K., & Rohde, J. (2023). Communicating for Belonging in First-Year Engineering. 2023 IEEE International Professional Communication Conference (ProComm), 12–17. https://doi.org/10.1109/ProComm57838.2023.00015.
  • Hammarlund, Sarah P., Cheryl Scott, Kevin R. Binning, and Sehoya Cotner. 2021. “In an ‘Ecological-Belonging’ Intervention to Reduce Inequities in STEM, Context Matters.” bioRxiv. https://doi.org/10.1101/2021.06.02.446772.
  • Hammarlund, Sarah P, Cheryl Scott, Kevin R Binning, and Sehoya Cotner. 2022. “Context Matters: How an Ecological-Belonging Intervention Can Reduce Inequities in STEM.” BioScience 72 (4): 387–96. https://doi.org/10.1093/biosci/biab146.
  • Binning, Kevin R., Nancy Kaufmann, Erica M. McGreevy, Omid Fotuhi, Susie Chen, Emily Marshman, Z. Yasemin Kalender, Lisa Limeri, Laura Betancur, and Chandralekha Singh. 2020. “Changing Social Contexts to Foster Equity in College Science Courses: An Ecological-Belonging Intervention.” Psychological Science 31 (9): 1059–70. https://doi.org/10.1177/0956797620929984.
  • Zhao, FangFang, Gillian Roehrig, Lorelei Patrick, Chantal Levesque-Bristol, and Sehoya Cotner. 2021. “Using a Self-Determination Theory Approach to Understand Student Perceptions of Inquiry-Based Learning.” Teaching and Learning Inquiry 9 (2). https://doi.org/10.20343/teachlearninqu.9.2.5.

 

Working Group 3: Implementing Change

  • Matz, Rebecca, Kyle Schulz, Elizabeth Hanley, Holly Derry, Benjamin Hayward, Benjamin Koester, Caitlin Hayward, and Timothy McKay. 2021. “Analyzing the Efficacy of ECoach in Supporting Gateway Course Success Through Tailored Support.” In LAK21: 11th International Learning Analytics and Knowledge Conference, 216–25. LAK21. New York, NY, USA: Association for Computing Machinery. https://doi.org/10.1145/3448139.3448160.
  • Chen, Patricia, Dennis W. H. Teo, Daniel X. Y. Foo, Holly A. Derry, Benjamin T. Hayward, Kyle W. Schulz, Caitlin Hayward, Timothy A. McKay, and Desmond C. Ong. 2022. “Real-World Effectiveness of a Social-Psychological Intervention Translated from Controlled Trials to Classrooms.” NPJ Science of Learning 7 (1): 20. https://doi.org/10.1038/s41539-022-00135-w.

 

Working Group 4: Constructs