Schedule

Link to Shared Resources from the Conference

Friday, June 26th, 2026

8-9 am: Conference check-in, poster set-up, and breakfast

9:00 am: Introduction and Keynote Speaker: Lalo Gonzalez, Vice Chair of Undergraduate Studies and Associate Teaching Professor, UC Santa Barbara

10:00 am-12 pm: Session 1 Talks / Optimizing Success: Research-Based Strategies for Student Mastery and Educator Growth (5 @ 20 minutes; 15 for talk, 5 for Qs)

1. Supporting Adoption of Research-Based Instruction Through Collaboration: a Propagation Paradigm Story

Abstract:  Research-based instructional strategies (RBIS) have been shown to improve student learning outcomes and reduce course drop rates. Despite this evidence, these strategies remain far from the norm in many physics departments. We propose a possible remedy: leveraging departmental and campus-level support to pair faculty who want to try RBIS with instructors who have prior experience using them. We piloted this model by pairing an RBIS-experienced instructor with an experienced instructor new to these strategies to collaboratively redesign an upper-level quantum mechanics course using a flipped format. We believe this approach can both increase the number of instructors willing to try RBIS and improve the likelihood that initial attempts lead to sustained adoption. I will discuss our process, the support we were able to secure, and the best practices and lessons learned along the way.
Presenter(s): Andrew Meyertholen (UCSD), Massimiliano Di Ventra (UCSD)

2. Correlating Representational Competence Mastery with Higher Organic Chemistry Course Success

Abstract: Organic chemistry is often observed to be a barrier to success in STEM because students struggle to connect physical phenomena with symbolic representations. Despite its importance, representational competence often is taught with minimal explicit instruction and formal assessment. This study developed in-class assessment to measure these foundational skills, correlating results with exam and course outcomes. Preliminary findings suggest that while students improve and develop these skills throughout the term, proficiency by the first midterm is the strongest predictor of overall success. These results suggest that early assessment can identify struggling learners, highlighting the need for targeted pedagogical interventions early in the course to improve student outcomes.
Presenter(s): Matthew Casselman (UCR) 

3. A discipline-specific pedagogical professional development graduate program fosters development of integrated scholars: an evaluation of the Future Undergraduate Science Educators (FUSE) program

Abstract: The FUSE (Future Undergraduate Science Educators) program is a decentralized, discipline-specific pedagogical professional development program for STEM PhD students interested in teaching careers in higher education. FUSE is a formal transcript notation academic program, where scholars take 12 units of pedagogically-focused coursework and training. Launched in Fall 2021, the program was designed to be modular and easily adaptable by other disciplinary units and UC campuses, serving as a model for an adaptable graduate curriculum in scientific teaching and evidence-based practices that fosters development of integrated STEM scholars and takes advantage of the expertise of professors of teaching. We will present details of the program structure and data on student perceptions of the value and impact of the program on their development of pedagogical, research, and professional skills.
Presenter(s): Marina Ellefson (UC Davis), Mona Monfared (UC Davis)

Coffee break! 15 minutes

4. Restructuring Practice Assignments to Enhance Performance: Evidence from a General Chemistry Study

Abstract:  Practice assignments and textbook problems are usually organized by chapter and topic, helping students study in sequence. However, exams rarely follow this format, creating a mismatch between practice and assessment. This study examined how assignment structure affects problem-solving performance in general chemistry. After IRB approval, 79 students were divided into two groups. Both groups completed identical questions during two-hour sessions over three consecutive weekends. The control group received traditional chapter-based assignments, while the experimental group received mixed questions. Wilcoxon signed-rank tests and the Mann-Whitney U test were used to analyze performance changes and group differences. Results showed that the experimental group outperformed the control group from the first intervention. The presentation will also include practical applications for educators.
Presenter(s): Ozcan Gulacar (UC Davis), Arista Wu (UC Davis), Brandon Vernoy (UC Davis)

5. Signed, Sealed, Delivered: Measuring the Effectiveness of Team Contracts in Predicting Team Performance in a Randomized Control Experiment 

Abstract: Teamwork is a critical skill in the workforce and is often the most despised aspect of classroom instruction by students (Finley, 2021; Sorensen, 1981). Our project addresses both shortcomings by conducting a large-scale randomized experiment through the Economic Education Network for Experiments (EENE). We evaluate the impact of having student groups create and commit to team contracts on students' attitudes towards teamwork, individual teamwork skills, team dynamics, and their sense of classroom community. Students and instructors in the participating courses complete surveys at the beginning and the end of the term. During the Fall 2025 term, there are 7 classes in 4 institutions with an enrollment of almost 500 students participating in the experiment. The number of participating institutions will likely increase in the Spring 2026 term. Initial results will be available by May 2026.

Presenter(s): John Hartman (UCSB), Nathan Emery (UCSB), Eduardo Gonzalez-Nino (UCSB), Crisjoe Joseph (UCSB)

12:00-2 pm: Lunch and Poster Session

2-4:15 pm: Session 2 Talks / Inclusive Horizons: Navigating Equity, Empathy, and Systemic Support to Enhance Student Belonging (6 @ 20 minutes)

1. Cultivating empathetic engineers/scientists to holistically solve complex problems

Abstract: While many engineers/scientists enter the discipline to help the public, scientists and engineers have occasionally caused harm due to unintended (and sometimes intended consequences. It is critical students are exposed to systems thinking as well as a human rights framework for ethics, so that they are prepared to take on sociotechnical problems. This talk focuses on integrating social justice, equity, and inclusion aspects of holistic design into STEM fields. Four imperfect examples of how students can have meaningful exposure are presented: 1) a course on forcibly displaced communities; 2) an Engineers Without Borders model; 3) integration into other courses; and 4) partnering with practitioners. The talk will end with lessons learned, including strategies for not burning out while working in this space.
Presenter(s): Colleen Bronner (UC Davis)

2. What happens when instructors get real about race, racism, and genetics in their courses: key motivations, enablers, and challenges when enacting change

Abstract: In the current political climate, many institutions of higher education are restricting curricula that address issues of diversity, equity and inclusion. As one of the largest higher education systems in the U.S., the University of California has the potential to counter this trend. Yet even in our system, instructors may face challenges when they try to bring controversial topics into the classroom. Here we present qualitative analysis of interviews with five instructors who teach courses that show how human genetic data refutes the idea that there are biologically distinct racial categories, yet also show how race as a social construct and systemic racism have real and negative consequences for human health. We identify their key motivations, enablers, and challenges in bringing these concepts into the classroom, and suggest how these could inform efforts for institutional change.
Presenter(s): Katherine L. Petrie (UCSD), Nkechinyere Iroanusi (UCSD), Gisselle Martin (UCSD), Samantha Rone (UCSD), Essa Chadwick (UCSD), Jade Sorensen (UCSD), Kimi Hiji (UCSD), James Woolley (UCSD)

3. An Institutional Blind Spot Framework for Supporting Incoming Physics Majors through a Research-Based, Mentor-Driven Curriculum

Abstract:  In an effort to increase student success and retention, we developed a research-based curriculum for incoming undergraduate physics majors during their first term at a large R1 university. We define three categories of institutional blind spots: not defining college success, voluntary nature of campus communities, and voluntary nature of academic support. In this talk, we will provide a review of relevant frameworks to motivate the new institutional blind spot model, describe the course components and their rationale, and present data collected using pre- and post- course surveys to assess the impact of the course.
Presenter(s): Gurleen Bal (UCSD), Laura Tucker (UCSD), Lisabeth Marie Santana(UCSD), Gogod James (UCSD), Sophia Turean (UCSD), Timothy Van Wiggeren (UCSD), Suhier Aljijakli (UCSD), Fanna Seman (UCSD), Zackary Khan (UCSD)

Coffee break! 15 minutes

4. How to craft learning activities to serve all students in large online classes? An ethnographic narrative of two assignments in Cultural Anthropology Course at UCR

Abstract:  This paper explores the praxis of teaching and learning through the lens of equity and student engagement. The paper asks: How can we design learning activities that serve all students, address equity and opportunity gaps, and foster a strong sense of belonging? I address this question by telling an ethnographic story about two innovative and inclusive strategies I have implemented in ANTH001-UC, a fully online, UC Cross-listed class that enrolls over 500 students, inviting students to reflect on their own cultures and intersectional identities. I analyze and present survey data and students‚Äô written comments to demonstrate how these strategies helped students tell their own stories through multiple drafts of essays. The paper will provide perspectives on how to serve all students, address equity gaps, and enhance a sense of belonging.
Presenter(s): Worku Nida (UCR)

5. It Takes a Village: Engaging Your Teaching Team to Provide a More Accessible Learning Experience for Students

Abstract:  Recent efforts to improve digital accessibility have raised awareness that many students have visible and invisible disabilities. These individuals, which are estimated to make up ~28% of the population, have specific and varied needs that, if unmet, undermine the quality and efficacy of their learning experience. How can we learn about and meet these highly diverse needs, particularly in high-enrollment classes with minimal instructor-student interaction? In this talk, I will present strategies by which graduate teaching assistants and undergraduate learning assistants can be engaged as powerful allies in our efforts to increase the accessibility of our courses.
Presenter(s): Miriam E. Markum (UC Davis)

6. Implementation of Undergraduate Learning Assistants in High-Enrollment STEM Courses

Abstract: Growing interest in psychology and neuroscience has led to ballooning enrollments in introductory courses within these disciplines at institutions across the country. Given minimal resources for graduate student Teaching Assistants, these high-enrollment introductory courses can often be intimidating and lacking in proper support, leading to poor academic outcomes and negative experiences. In this talk, we will present a model for the use of Undergraduate Learning Assistants as peer educators in large neuroscience and psychology courses. We will discuss the ways that peer educators can enrich and support large STEM courses outside of the lecture hall. We will share data illustrating the positive impacts of these approaches on student academic outcomes and psychological factors. 

Presenter: Samantha L Scudder (UCSB); Dharma Lewis (UCSB)

4:15-4:30 pm: Break & Transition to Skye Hall for Workshops

4:30-5:30 pm: Panels / Workshops

1. From Search to Syllabus: Discovering Open Educational Resources for STEM Coursework  (Sky Hall Room 170)

2. Professor of Teaching Toolkit: A New Resource for POTs and Those Supporting POTs Through Personnel Review and Beyond (Sky Hall Room 171)

3. Nurturing Culturally Responsive and Sustaining University Classroom Learning: Naming, Counter-storytelling, and Healing

4. Answer-Dependent Multiple-Choice Questions for Dynamic High-Throughput Grading (Sky Hall Room 172)

5. Teaching Tips We Would Tell Our Younger Selves (Sky Hall Room 173)
   
   

5:30 pm: Transition to Dinner

Saturday, June 27th, 2026

8 am: Breakfast by discipline

9-10 am: Birds of a Feather Panel: Flash talks and breakout groups

1. Empowering in-class discussions with LLMs 

Abstract: Software Construction, a course for computing sophomores, features a significant component on the ethical responsibilities of Software Development. Previously, this Ethics segment relied on written essays, which consistently drew negative student feedback. This year, the approach to ethics has been transformed. Students now engage in live, in-class discussions, using an AI transcriber to capture and summarize their conversations. To prepare, students can choose to either review relevant materials directly or interact with a customized AI assistant that guides them through the topic Socratically. This new method has successfully turned the Ethics assignments into one of the students' favorite activities. This workshop will guide attendees through setting up both a customized AI assistant and an AI transcriber for use in their own classrooms, facilitating similar breakout activities

Presenter(s): Neftali D. Watkinson Medina  (UCR) and Allan Knight (UCR)

2. Ask, Edit, Roleplay: Three Classroom-Ready AI Frameworks for UC Instructors

Abstract: As UC campuses grow, so does pressure on instructors to scale engagement, support diverse learners, and navigate AI thoughtfully. This workshop presents three classroom-ready frameworks for integrating AI to deepen student learning rather than shortcut it - developed and piloted across UCSB statistics courses from large lectures to small training seminars, and adaptable across disciplines and class sizes. Participants explore three distinct AI roles: AI as tutor (a chatbot asking guiding questions rather than giving answers), AI as editor (a constrained prompt for critical evaluation of AI output), and AI as confused student (a roleplay for peer educator training). Each framework includes a ready-to-use prompt and documentation template. Participants leave with one immediately implementable activity adapted to their own course context.

Presenter(s): Uma Ravat (UCSB)

3. Rebuilding Trust: Integrating Generative AI into writing-based courses

Abstract: In writing-heavy disciplines, the widespread use of Generative AI has led to an erosion of our relationships with students, as instructors lose trust in whether students have ethically completed their work. Given an increasingly diverse student body, instructors in the UC system should be wary that the burden of distrust falls more heavily on our more marginalized students. In this workshop, we examine the tension between trust and the potential promise of GenAI as a force for equity by exploring ways of integrating GenAI. Based on what I have learned from GenAI and metacognition, attendees will create prompts and activities that integrate GenAI and stimulate deeper thinking as students go through the writing process. By coaching and trusting students in their GenAI use, we hope to encourage in all students, even more critical thinking and engagement with their writing.

Presenter(s): Haleema Welji (UCSD)

4. A Community of Learning: Teaching Professors, GEN AI and Campus Community Building

Coffee break! 15 minutes

10 am-12 pm: Session 3 talks / The Scalable Classroom: Advancing Large-Scale Learning through AI, Automation, and Interactive Scaffolding (5 @ 20 minutes)

1. Teaching Circuits with an AI Tutor: Implementation Strategies and Early Insights

Abstract: Artificial intelligence tools are creating new possibilities for supporting student learning in engineering courses. This presentation describes the development of an AI-based tutor designed for an undergraduate circuits course. The tutor is intended to help students work through circuit analysis problems by providing guidance, explanations, and feedback while encouraging active problem-solving rather than simply giving answers.

The presentation will describe the motivation for developing the tool and how it has been integrated into the course. It will also discuss practical challenges such as aligning the AI responses with course learning goals and encouraging productive student use. The session will focus on implementation strategies and lessons learned that may help other instructors interested in using AI-supported tutoring in technical courses.
Presenter: Saharnaz Baghdadchi (UCSD)

2. Massively-scalable Auto-graded Online Assessments with Adaptive Feedback Using PrairieLearn

Abstract: Auto-graded online assessments have become increasingly critical in supporting ever-growing university courses. Recent advances in online assessment platforms have enabled the design and incorporation of immediate adaptive feedback that is uniquely tailored to a student's specific misconceptions. In this presentation, I will discuss how to design and develop such online assessments using the PrairieLearn platform, and I will demonstrate how I have utilized PrairieLearn to implement massively-scalable assessments in 3 vastly different courses. I will also demonstrate how, when utilized with PrairieTest via UC San Diego's Triton Testing Center's Computer-Based Testing Facility, I have been able to reuse the assessments I developed directly within self-scheduled proctored in-person exams.
Presenter: Niema Moshiri (UCSD)

3. AI-assisted Grading in a Large Data Science Course

Abstract:  Multiple choice questions and autograded code typically require minimal human labor to grade, even at scale. However, accurately grading written or typeset mathematics and short-form text responses for a very large course can easily require hundreds of hours of repetitive and unrewarding labor over the course of a semester. This talk outlines the implementation of an AI-assisted grading platform in a data science course with approximately 1,100 enrolled students. We estimate that the platform reduced the grading time of a long mathematics assignment by approximately 60% without a significant change in the rate of regrade requests by enrolled students. While concerns about ethics and accuracy loom, we find that AI-assisted grading shows promise as an avenue for course staff to spend less time grading and more time teaching.
Presenter: Josh Grossman (UC Berkeley)

4. Incentivizing Large Lecture Attendance with No-fault Participation

Abstract: Large enrollment classes present several challenges for instructors who want to incentivize attendance while accommodating students who increasingly live off campus, maintain jobs, or have care obligations. I describe a voluntary attendance system that incentivizes regular, active engagement in large lectures. This is accomplished through a scalable, no-fault participation program that is technology agnostic and can be adapted to the pedagogical needs of different classroom formats. This approach encourages autonomy and self-regulated learning, while yielding the positive performance gains across different types of course content and level. I outline how the system has been implemented in a STEM context and present data that suggest it effectively incentivizes attendance and improves student performance.
Presenter: Steven Barrera (UCSD)

5. Scaffolding as Conversation: Turning Large Lectures into Dialogue

Abstract: Large lecture courses can make it difficult to understand how students are thinking as a class unfolds. This talk explores how scaffolding can be used not only to structure mathematical ideas, but also to create ongoing conversations with students in large classrooms. Structured sequences of questions during class through short in-class quizzes that provide real-time feedback, and assessments designed to reveal student reasoning allow instructors to see where students are in their understanding and adjust instruction accordingly, both during a class meeting and over the course of a semester. This also raises broader questions about how flexible course design should be in response to student needs. The session will share examples of these practices and invite discussion about how scaffolding can help instructors stay connected to students while teaching at scale.

Presenter: Reshma Menon (UC Merced)

12 pm: Boxed lunches, networking, and departure