Target Audience: Tenured/Tenure-track Faculty, Institution Administration, College/University Staff, Post-doctoral Fellows
Last month in partnership with the Association of Public and Land-Grant Universities (APLU) we organized SMTI/ASCN Workshop on Diversity and Inclusion.
One of the major objectives of the workshop was to advance a dialog on diversity and inclusion in undergraduate STEM education between practitioners transforming institutions and researchers who are studying systemic change at higher education institutions.
The workshop featured case studies of institutions that are making progress on increasing diversity and inclusion on their campuses. These case studies were used to stimulate small group discussion amongst all participants on what is working or not on their campuses. In addition, small group discussion by ASCN working groups also were offered.
With a great interest we read reflections offered by the workshop participants and in turn More
Target Audience: Institution Administration, Non-tenure Track Faculty, Tenured/Tenure-track Faculty, College/University Staff
I was invited to participate in the Accelerating Systematic Change Network (ASCN) Workshop, held at the HHMI in the summer of 2016 and have since continued collaborating with Working Group 4, with the goal of shedding light on using data to drive change – identifying, explicating and disseminating sources of information. I have served as the Associate Provost at New York City College of Technology, CUNY, a minority serving, public, urban college, for the last 5 years, after having served as the Dean of Arts and Sciences for 6 years. Following are my responses to the guiding questions forwarded by the working group's leadership. More
In 1994, I was a graduate student. It was the onset of the "systemic change" era. Funders, professional organizations and education leaders alike were painting a picture of a new "paradigm"; a shift away from what was framed as a traditional conception of reform — individual programmatic efforts— to a more comprehensive, integrated, "systemic" approach (Fuhrman & Massell, 1992; St. John, 1993). As I wrote then, "this new language of reform is exciting; conjuring up images of a revolution in education that may finally have the strength to cure the ills of the weakened competitive spirit and "mediocrity," of our "nation at risk" of the last decade..."
Twenty-three years later, as a member of Working Group One, I was asked to respond to the following prompt: What does systemic change mean to you? As I mulled this over, I reflected on all of the literature I had reviewed More
Program Components: Professional Development:Diversity/Inclusion
Creating an Institutional Culture of Accountability to Ensure Diversity and Inclusion in STEM Fields
When it comes to teaching, is there a universal law that you cannot save time or use it differently?
Target Audience: Institution Administration, Tenured/Tenure-track Faculty, Non-tenure Track Faculty
Program Components: Professional Development:Pedagogical Training
This blog post is about teaching, and time, a topic that we briefly discussed during one of our ASCN Working Group 2 meetings.
We begin with time. Throughout history, people have pondered it in many ways. One way is to study the quantities of time required for specific tasks in order to find ways to improve overall results. This can be helpful because time is a limited resource that is best spent wisely. For example, when this approach is applied to manufacturing, it can yield significant benefits for companies and their customers. In situations like this, efforts to save time and improve efficiency make sense. Not all situations have that character. In a second category of situations, most people don't find it appropriate to quantify and optimize time and results. Consider, for example, social interactions. We can't really measure them, and even if we could, who would want to? Many seek social interactions but very few wish to measure them or be so measured. More