FDC Publications and Presentations

Below you will find a list of publications and presentations by the Faculty Development Center’s staff as well as grants that the FDC staff have been involved in.

Linda Hodges | Kerrie Kephart | Jennifer Harrison | Tory Williams | Sarah Swatski | Grant Participation

Multiple Center Staff

  • Hoffman, K., Williams, T., Webster, J., Harrison, J. M., & Nanes, K. Assessing the impacts of an interventional proof-writing course. In revisions (2024) for the International Journal of Mathematical Education in Science and Technology.
  • Hoffman, K., Williams, T. H., & Kephart, K. The use of guided reflections in learning proof writing. Resubmitted after revisions (2024) to a special issue of Innovations in Mathematics Education: Evaluation, Research and Practice.
  • Hodges, L.C., Swatski, S., & Kephart, K.L. (2024). Collegiality and community in FLCs as catalysts for pedagogical change. In K. Rainville, D. Title, & C.G. Desrochers (Eds.), Expanding the Vision of Faculty Learning Communities in Higher Education: Emerging Opportunities for Faculty to Engage Each Other in Learning, Teaching and Support (pp. 139-162). Information Age Publisher.
  • Hoffman, K., Williams, T., Webster, J., Harrison, J. M., Kephart, K., & Nanes, K. (2023). Impact of an interventional proof-writing course [Poster Presentation 2023 UMBC Provost’s Teaching & Learning Symposium].
  • Hodges, L. C., Harrison, J. M., Kephart, K., Swatski, S. & Williams, T. H. (2020). Supporting academic continuity by building community: The work of a faculty development center during COVID-19. Journal on Centers for Teaching and Learning, 12, 26-45.

By Linda Hodges

  • Leupen, S., Williams, T.H., Hodges, L.C., Ott, L.E., Anderson, E.C., Cui, L., Nanes, K.M., Perks, H.M., & Wagner, C. (2024). Disciplinary differences in STEM faculty and student use of learning objectives: Implications for teaching and learning. Journal of College Science Teaching, 1-10.
  • Carpenter, T.S., & Hodges, L.C. (2024). Student responses to spaced practice in two large gateway chemistry courses. Journal of Chemical Education, 101(2), 429-437.
  • Goolsby-Cole, C., Bass, S.M., Stanwyck, L., Leupen, S., Carpenter, T.S., & Hodges, L.C. (2023). Issues with question equivalence in online exam pools. Journal of College Science Teaching, 52(4), 24-30.
  • Hodges, L.C., & McDermott, P. (2022). Building community from faculty development to pedagogical innovation and beyond. In O.J. Neisler (Ed.), Palgrave handbook of academic development centers (pp. 393-403). Palgrave MacMillan UK.
  • Hodges, L.C. (2022). Community building as pedagogical imperative in STEM: The role of faculty development post COVID-19. In M. Strawser (Ed.), The COVID-19 impact on higher education stakeholders and institutional services (pp. 53-68). Lexington Books.
  • Sun, S., Else-Quest, N.M., Hodges, L.C., French, A.M., & Dowling, R. (2021). The effects of ALEKS on mathematics learning in K-12 and higher education: A meta-analysis. Investigations in Mathematics Learning. https://doi.org/10.1080/19477503.2021.1926194
  • Carpenter, T.S., Beall, L.C., & Hodges, L.C. (2020). Using the LMS for exam wrapper feedback to prompt metacognitive awareness in large courses. Journal of Teaching and Learning with Technology 9, 79-91.
  • Hodges, L.C., Beall, L.C., Anderson, E.C., Carpenter, T.S., Cui, L., Feeser, E.A., Gierasch, T.M., Nanes, K.M., Perks, H. M., & Wagner, C.R. (2020). Effect of exam wrappers on student achievement in multiple large STEM courses. Journal of College Science Teaching, 49(6), 76-86.
  • Leupen, S., Kephart, K., & Hodges, L.C. (2020). Factors influencing quality of team discussion: Discourse analysis in an undergraduate team-based learning biology course. CBE-Life Sciences Education, 19(1), ar7.
  • Ott, L.E., Hodges, L.C., & Lacourse, W.R. (2020). Supporting deaf students in undergraduate research experiences: Perspectives of American Sign Language interpreters. Journal of Microbiology and Biology Education, 21(1), 1-5.
  • Hodges, L.C. (2020, July 23). The challenge of choices when teaching during COVID-19. The Scholarly Teacher. https://www.scholarlyteacher.com
  • Hodges, L.C. (2020). Student engagement in active learning classes. In J. J. Mintzes & E. M. Walter (Eds.), Active learning in college science: The case for evidence-based practice (pp. 27-41). New York, NY: Springer Nature.
  • Carpenter, T.S., Bass, S., & Hodges, L.C. (2019). A personalized automated email tool to connect faculty with students in large STEM courses. The Chemical Educator, 24, 183-188.
  • Hodges, L.C. (2019). Becoming the distraction in the classroom. National Teaching and Learning Forum, 28(5), 1-4.
  • Hodges, L.C. (2019). Sit a spell: Embracing the liminality of pedagogical change through the scholarship of teaching and learning. In S. Mader & C. Gibson (Eds.), Building teaching and learning communities: Creating shared meaning and purpose. Chicago: Association of College and Research Libraries.
  • Hodges, L.C., Kephart, K., & Swatski, S. (2019, October). Effects of a Certificate Program on Teaching Perspectives of University STEM Faculty. Poster presented at the International Society for the Scholarship of Teaching and Learning (ISSOTL) Annual Meeting, Atlanta, GA.
  • Hodges, L.C. (2019). Active learning for inclusive teaching: The what, why, and how. Syracuse University.
  • Hodges, L.C. (2019). Transforming students into learners: Helping students learn on their own. Emory Oxford College, Oxford, Georgia.
  • Sun, S., Dowling, R., French, A., Else-Quest, N. & Hodges, L. (2019, April). The effects of ALEKS on mathematics learning from K-12 to higher education: A meta-analysis. Presentation at the 2019 annual meeting of the American Educational Research Association, Toronto, Canada.
  • Hodges, L.C. (2018). Designing the denouement in active and flipped classes. National Teaching and Learning Forum, 28(1), 1-4.
  • Hodges, L.C. (2018). Contemporary issues in group learning in undergraduate science classrooms: A perspective from student engagement. CBE-Life Sciences Education, 17(2), es3.
  • Hodges, L.C. (2017). A mantra for teaching: Three M’s of learning. National Teaching and Learning Forum, 27(1), 6-8.
  • Hodges, L.C., Anderson, E.C., Carpenter, T.S., Cui, L., Feeser, E.A., & Gierasch, T.M. (2017). Using clickers for deliberate practice in five large science courses. Journal of College Science Teaching, 47(2), 22-28.
  • Hodges, L.C. (2017). Ten Research-Based Steps to Effective Group Work (IDEA Paper #65). Retrieved from The IDEA Center website: https://ideacontent.blob.core.windows.net/content/sites/2/2020/01/PaperIDEA_65.pdf
  • Hodges, L.C. (2017, November). Transforming students into learners: Helping students learn on their own. Presented at University of Texas Dallas and at the Dallas County Community College District.
  • Hodges, L.C. (2017, June). From Millennials to Generation Z: How to get your students to do what you want. Presented at University of Maryland Baltimore, School of Social Work, Baltimore, MD.
  • Hodges, L.C. (2016). Three common demands from students in large courses and what to do about them. National Teaching and Learning Forum, 25(5), 1-4.
  • Hodges, L.C. (2016, February). Overcoming obstacles to student learning in STEM education. Presented at Trinity Washington University, Washington, DC.
  • Hodges, L.C. (2016, February). Active learning: What’s the big deal? Presented at Georgetown University, Washington, DC.
  • Hodges, L.C., Anderson, E.C., Carpenter, T.S., Cui, L., Gierasch, T.M., Leupen, S., Nanes, K.M., & Wagner, C.R. (2015). Using reading quizzes in STEM classes—the what, why, and how. Journal of College Science Teaching, 45(1), 49-55.
  • Hodges, L.C. (2015). Making our teaching efficient: Flipping the classroom. National Teaching and Learning Forum, 24(5), 1-4.
  • Hodges, L.C. (2015) Teaching undergraduate science: A guide to overcoming obstacles to student learning. Sterling, VA: Stylus Publishing.

By Kerrie Kephart

  • Kephart, K. (2022, November). Non-evaluative Peer Observations of Teaching: Reflections toward Change. Poster presentation at the Professional and Organizational Development (POD) Network annual meeting. Seattle, WA.
  • McDonald, N., Akinsiku, A., Hunter-Cevera, J., Sanchez, M., Kephart, K., Berczynski, M., & Mentis, H. M. (2022). Responsible Computing: A Longitudinal Study of A Peer-led Ethics Learning Framework. ACM Transactions on Computing Education (TOCE).
  • Kephart, K. (2021, May). Communicating quantitative information: The quantitative comparison statement. An asynchronous presentation by video for faculty at Kazakhstan State University under the auspices of the University of Nebraska-Omaha Office of International Programs through a contract with the Central Asia University Partnerships Program (UniCEN) and American Councils for International Education.
  • Sanchez, M., Kephart, K., Jones, K., & desJardins, M. A. (2020, October). A methodology to analyze self-reflection in e-portfolios. IEEE’s Frontiers in Education conference proceedings.
  • Leupen, S., Kephart, K., & Hodges, L.C. (2020). Factors influencing quality of team discussion: Discourse analysis in an undergraduate team-based learning biology course. CBE-Life Sciences Education, 19(1), ar7.
  • Kephart, K., Kaufman, B., Castellanos, M., & Trueba, L. (2018, June). Toward a taxonomy of reflective moves in learning journals. Paper presented at the International Writing Across the Curriculum conference, Auburn, AL.
  • Ott, L., Kephart, K., Stolle-McAllister, K., & LaCourse, W. (2018). Students’ understanding and perceptions of assigned team roles in a classroom laboratory environment. Journal of College Science Teaching, 47(4), 83-91.
  • Kephart, K. & Hodges, L. (2017, November). Fostering effective pedagogical change: Findings from a certificate program for STEM faculty. Poster presented at Transforming STEM Higher Education: Discovery, Innovation, and the Value of Evidence conference, San Francisco, CA.
  • Kephart, K. (2017, October). Kick-starting faculty learning communities: Guided collaborative brainstorming to generate topics. Poster presented at the Professional and Organizational Development (POD) Conference, Montreal, CA.
  • Kephart, K. (2017, May). Scaffolding reflection: Analyzing learning journals in materials engineering. Poster presented at the Literacies in Engineering for Access and Participation (LEAP) Conference, San Antonio, TX.
  • Hoffman, K., Leupen, S., Dowell, K., Kephart, K., & Leips, J. (2016). Development and assessment of modules to integrate quantitative skills in introductory biology courses. CBE—Life Sciences Education, 15, 1–12. DOI:10.1187/cbe.15-09-0186.
  • Ott, L., & Kephart, K. (2016, October). Perceptions of assigned roles in a team laboratory learning environment. Presented at the annual meeting of the International Society for the Scholarship of Teaching and Learning, San Francisco, CA.

By Jennifer Harrison

  • Bruff, D. (2024, May 21). Curriculum Mapping with Jennifer M. Harrison and Vickie Rey Williams. Intentional Teaching Podcast Episode 39. https://intentionalteaching.buzzsprout.com/2069949/15102893-curriculum-mapping-with-jennifer-m-harrison-and-vickie-rey-williams
  • Harrison, J. M., & Williams, V. (2024). A guide to curriculum mapping: Creating a collaborative, transformative, and learner-centered curriculum. Routledge.
  • Harrison, J.M., & Williams, V. (2020, October). Virtual Curriculum Mapping: Collaborating to scaffold & integrate student learning outcomes. An Online Pre-Conference workshop presented at the Assessment Institute, Indianapolis, IN.
  • Harrison, J.M., & Braxton, S.N. (2020, April). Synthesizing outcomes at scale: Connecting the dots to inform institution-wide decision making. Association for the Assessment of Learning in Higher Education webinar series. https://www.youtube.com/watch?v=9-_yMf0-fyI&feature=youtu.be
  • Harrison, J.M., & Williams, V. (2019, October). Embodied curriculum mapping: Activating faculty collaboration for student success. A Pre-Conference workshop presented at the Assessment Institute, Indianapolis, IN.
  • Harrison, J.M., & Braxton, S.N. (2019, September). Making your data count: A taxonomy, process, and rubric to achieve broader institutional impact. Presented at the Drexel Conference for Teaching and Learning Assessment, Philadelphia, PA.
  • Harrison, J.M., & Braxton, S.N. (2019, September). Making your data count: A taxonomy, process, and rubric to achieve broader institutional impact. Presented at the Maryland Association for Institutional Research, Largo, Maryland.
  • Harrison, J.M., & Williams, V. (2019, June). Embodied curriculum mapping: Overcoming curricular fragmentation. A Pre-Conference workshop presented at the Association for the Assessment of Learning in Higher Education 2019 Conference, St. Paul, MN.
  • Braxton, S.N., & Harrison, J.M. Got data—now what?: Synthesizing outcomes, measures, and success to inform institution-wide decision making. (2018, November). Presented at the 2018 OLC Accelerate Conference, Orlando, Fl. https://onlinelearning consortium.org/attend-2018/olc-accelerate-2018-session-page/?session=5397&kwds=braxton
  • Harrison, J.M., & Braxton, S.N. (2018, November). Defining and dashboarding student success: Jumpstarting data-driven decision making. Presented at the 2018 EDUCAUSE Annual Conference, Denver, CO. https://events.educause.edu/annual-conference/2018/agenda/defining-and-dashboarding-student-success-jumpstarting-datadriven-decision-making
  • Harrison, J.M., Braxton, S.N., & Williams, V. (2018, October). Connecting the dots: Synthesizing outcomes, measures, and success to inform institution-wide decision making. Presented at The 2018 Assessment Institute, Indianapolis, IN.
  • Harrison, J.M., & Williams, V. (2018, October). Mapping student success: Activating faculty imagination in collaborative curriculum mapping. Presented at The Assessment Institute, Indianapolis, IN.
  • Harrison, J.M., & Braxton, S.N. (2018, September). Selecting effective assessment technologies webinar series. University System of Maryland. https://www.usmd.edu/cai/selecting-effective-assessment-technologies-webinar-series-part-i and https://www.usmd.edu/cai/selecting-effective-assessment-technologies-webinar-series-part-ii
  • Harrison, J.M., & Braxton, S.N. (2018, September). Making your data count: A taxonomy, process, and rubric to achieve broader institutional impact. Presented at the Drexel Conference for Teaching and Learning Assessment, Philadelphia, PA.
  • Harrison, J.M., & Williams, V. (2018, September). Overcoming Curricular Fragmentation: An Experiential Learning Approach to Curriculum Mapping. A Pre-conference Workshop presented at the Drexel Conference for Teaching and Learning Assessment, Philadelphia, PA.
  • Harrison, J.M., & Braxton, S.N. (2018, September). Technology solutions to support assessment. (Occasional Paper No. 35). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). https://www.learningoutcomesassessment.org/wp-content/uploads/2019/02/OccasionalPaper35.pdf
  • Harrison, J.M., & Braxton, S.N. (2018, June). Taking outcomes to scale: Tools to align, systematize, and use assessment data. Presented at the Association for the Assessment of Learning in Higher Education 2018 Conference, Salt Lake City, UT.
  • Harrison, J.M. (2018, March). Integrating student learning results: EAC visual data & blackboard. Presented at TechFest, UMBC Instructional Technology.
  • Harrison, J.M., & Braxton-Lieber, S. (2018, January). Identifying effective assessment technologies. Poster presentation accepted for EDUCAUSE Learning Initiative (ELI) Annual Meeting, Achieving Student Success through New Models of Learning https://events.educause.edu/eli/annual-meeting/2018/agenda/identifying-effective-assessment-technologies.
  • Harrison, J.M., & Williams, V. (2017, October). Crafting authentic measures to promote double loop improvements in graduate programs. Presented at The 2017 Assessment Institute in Indianapolis, IN.
  • Harrison, J.M., & Williams, V. (2017, Summer). Mapping the curriculum: A low-tech model for synthesizing assessments and improving learning at multiple levels. AAHLE Intersection. 40-46.
  • Bishop, M.J., Braxton-Lieber, S., & Harrison, J.M. (2017, April). Exploring assessment technologies. Presented at Taking Student Learning Outcomes to the Next Level. University System of Maryland Symposium. Bowie, MD.
  • Harrison, J.M., & Williams, V. (2016, December). Embedding assessment in everyday practices. Presented at Middle States Commission on Higher Education Annual Conference 2016, Philadelphia, PA.
  • Harrison, J.M., & Williams, V. (2016, October). Mapping common ground: Connecting curricular and co-curricular learning. Presented at The 2016 Assessment Institute in Indianapolis, IN.
  • Harrison, J.M., & Williams, V. (2016, June). Creating direct measures for a diverse division. Presented at Lilly International 2016, Bethesda, MD. (Features UAA assessment work.)
  • Harrison, J.M., & Williams, V. (2016, June). Mapping direct measures across a diverse division: An interactive session. Presented at the Association for the Assessment of Learning in Higher Education 2016 Conference, Milwaukee, WI. (Features UAA assessment work.)
  • Harrison, J.M., & Glade, F. (2016, February). Engaging faculty in assessing general education courses and programs. Presented at the University System of Maryland (USM) General Education Symposium, Towson, MD.
  • Snyder, D., & Harrison, J.M. (2016, February). Using rubrics to measure learning at multiple levels: Social media reading reflections: Utilizing Facebook in the classroom. Presented at the Conference on Higher Education Pedagogy, Center for Instructional Development and Education Research, Blacksburg, VA. (Features MCS assessment work.)

By Tory Williams

  • Beall, L.C., Hodges, L.C., Randles, C.J., Williams, T.H., Anderson, E.C., Bass, S.M., Johnson, B., Miller, S.M., & Wagner, C.R. Intentional instruction of metacognition and its impact on first-year student success. Manuscript submitted to Journal of College Science Teaching.
  • Leupen, S., Williams, T.H., Hodges, L.C., Ott, L.E., Anderson, E.C., Cui, L., Nanes, K.M., Perks, H.M., & Wagner, C. (2024). Disciplinary Differences in STEM Faculty and Student Use of Learning Objectives: Implications for Teaching and Learning. Journal of College Science Teaching, 1-10.
  • Kastanos, E., Takacs, J., Williams, T. H., Thomas, R. “Learning Cellular Respiration, pH, and Quantitative Skills Together: Curriculum from a Two-Year / Four-Year Faculty Collaboration,” 2023 National Association of Biology Teachers Professional Development Conference, November 2023.
  • Hoffman, K., Williams, T. H., “Integrating Quantitative Skills into Biology Courses,” Society for Mathematical Biology, July 2023.
  • Williams, T. H., “Effects of a Certificate Program on Teaching Perspectives of STEM Faculty,” 2023 Annual Meeting of the American Educational Research Association, Virtual/Remote, May 2023.
  • Donald Snyder, Jason Loviglio, and Kristin Anchor, and Tory Williams, “Metacognition Modules: Teaching Self-Regulation in MCS 101,” Seventh Annual Provost’s Teaching & Learning Symposium Program, UMBC, April 2023.
  • Sarah Leupen, Tory Williams, Linda Hodges, Laura Ott, Eric Anderson and Lili Cui, Kalman Nanes, Mark Perks, and Cynthia Wagner, “Disciplinary Differences in STEM Faculty and Student Use of Learning Objectives: Implications for Teaching and Learning,” Seventh Annual Provost’s Teaching & Learning Symposium Program, UMBC, April 2023.
  • Evdokia Kastanos, Julie Takacs, Tory Williams. “Development, Implementation, and Analysis of a Module on Osmosis which Incorporates Math Core Competencies in Introductory, College-level Biology Courses, Across Multiple Institutions”. National Association of Biology Teachers. November 2022.
  • Leupen, S., Hoffman, K., Williams, T., Pie, H., Turner, P., Starz-Gaiano, M. “The IUSE Project: Implementing Quantitative Biology Modules Across Institutions,” Society for Industrial and Applied Mathematics, Pittsburgh, PA, July 2022.
  • Lauman, B., Williams, T. H., & Chase Martin, A. “Designing Assessments of Quantitative Reasoning in Biology: An Inter-Institutional Collaboration,” Innovations Virtual Conference, March 2022.
  • Lauman, B., Chase Martin, A., Wesley, G., & Williams, T. H. “Designing Assessments of Quantitative Competencies in Biology Curriculum,” AAC&U’s Annual Meeting – “Educating for Democracy,” January 2022.
  • Heimann, J. E., Williams, T. H., Bennett, J. W., & Rosenzweig, Z. (2021). Baltimore SCIART: A Fully Virtual Undergraduate Research Experience at the Interface of Computational Chemistry and Art. Journal of Chemical Education, 98(10), 3172-3179.
  • Williams, T. H., & Hodges, L., (2020, November). Effects of a certificate program on teaching perspectives of STEM faculty. Poster presented at the AAC&U PKAL Virtual Conference on Transforming STEM Higher Education.
  • Zempo, B., Yamamoto, Y., Williams, T., & Ono, F. (2020). Synaptic silencing of fast muscle is compensated by rewired innervation of slow muscle. Science Advances, 6(15), eaax8382.
  • Williams, T., Krikorian, J., Singer, J., Rakes, C., & Ross, J. (2019). A High Quality Educative Curriculum in Engineering Fosters Pedagogical Growth. International Journal of Research in Education and Science, 5(2), 657-680.
  • Williams, T., Singer, J., Krikorian, J., Rakes, C., & Ross, J. (2019). Measuring pedagogy and the integration of engineering design in STEM classrooms. Journal of Science Education and Technology, 1-16.

By Sarah Swatski

  • Swatski, S. (2022, April 28). Imparting Your Value through Sharing Your Story [Conference Presentation]. University System of Maryland (USM) Administrative Professionals Conference (APC) – Reclaim – Rediscover – Renew in ’22, Virtual.

Grant Participation

  • Advisory Board Member—Kerrie Kephart. Project title: IGE: Track 1: Caselet: Deliberate Practice with Scalable Case-based Learning to Enhance Data Science Problem Solving Competency. Source of Support: NSF. Total award amount: $365,905. Award period: 10/2024-9/2027.
  • Paid Support Personnel—Kerrie Kephart. Project title: Collaborative Research: RETTL: Story Studio: Coaching Data Storytelling at Scale. Source of Support: NSF. Total award amount: $369,610. Award period: 8/2023-7/2026 (estimated).
  • Paid Support Personnel—Kerrie Kephart. Project title: CAREER: TEaching to EMpower (TEEM): Towards Learning Analytics for Students by Students. Source of Support: NSF. Total award amount: $667,611. Award period: 1/2023-12/2027.
  • Paid Support Personnel—Kerrie Kephart. Project title: BPC-DP: PeerSIST – Peer Support for IS Transfers. Source of Support: NSF. Total award amount: $294,726. Award period: 10/2022-10/2024.
  • Paid Support Personnel—Linda Hodges. Project title: REU Site: Biochemical, Environmental, and MOlecular Research in Engineering (BEMORE). Source of Support: NSF. Total award amount: $389,827. Award period: 09/2021-08/2024.
  • Paid Support Personnel—Linda Hodges. Project title: REU Site: Research Experiences for Undergraduates in Smart Computing and Communications. Source of Support: NSF. Total award amount: $404,932. Award period: 02/2021-01/2024.
  • Paid Support Personnel—Linda Hodges. Project title: REU Site: Online Interdisciplinary Big Data Analytics in Science and Engineering. Source of Support: NSF. Total award amount: $290,530. Award period: 02/2021-01/2024.
  • Paid Support Personnel—Kerrie Kephart and Linda Hodges. Project title: BCSER Building Capacity for a Longitudinal Mixed-Methods Explanation of Women’s Achievement and Attrition in Undergraduate Engineering Education. Source of Support: NSF. Total award amount: $232,867. Award period: 08/2020-07/2023.
  • Paid Support Personnel—Jennifer Harrison and Linda Hodges. Project title: HDR:DSC Collaborative Research: Creating and Integrating Data Science Corps to Improve the Quality of Life in Urban Areas. Source of Support: NSF. Total award amount: $615,955 (for UMBC). Award period: 09/2019-01/2024 (no-cost extension).
  • Paid Support Personnel—Tory Williams and Linda Hodges. Project title: Collaborative Research: A Model of Institutional and Community Transformation for Teaching and Learning Quantitative Reasoning in the Biological Sciences (The IUSE Initiative). Source of support: NSF IUSE. Total award amount: about $1,500,000. Award period: 09/2018-08/2023.
  • PI: Shuyan Sun; Co-PI Nicole Else-Quest and Linda Hodges. Project title: Meta-analysis of Effectiveness of Simulation and Adaptive Learning Systems in STEM Education. Source of support: NSF. Total award amount: $299,773. Award period: 8/2017-7/2019.
  • Paid Support Personnel—Kerrie Kephart. Project title: The Inclusion Imperative: Programs Expanding Diversity in the Humanities. Source of Support: Mellon Foundation. Total award amount: about $750,000. Award period: 2017-2023.
  • Paid Support Personnel—Linda Hodges. Project title: First in the World. Source of support: Department of Education, USM sub-award. Total award amount: $129,600. Award period: 10/2015 – 9/2019.
  • Paid Support Personnel—Kerrie Kephart and Linda Hodges. Project title: STEM BUILD at UMBC. Source of support: National Institutes of Health/National Institute of General Medical Sciences. Total award amount: $18,900,453. Award period: 9/2014 – 6/2019.

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