Reflections on the SMTI/ASCN Workshop on Diversity and Inclusion

Posted: Jul 13 2017 by
Inese Berzina-Pitcher
Western Michigan University
Inese Berzina-Pitcher
Institutional Change: Communication, Policy, Costs and Benefits, Assessment, Change Leaders, Guiding Theories
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

What advice about the use of measurement would you give to a department chair?

Posted: Jun 9 2017 by
Pamela Brown
CUNY New York City College of Technology
Pamela Brown
Institutional Change: Assessment, Communication
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

Do We Have the Courage for Systemic Change?

Posted: Apr 24 2017 by
Jeanne Century
University of Chicago
Jeanne Century
Institutional Change: Guiding Theories

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

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Featured Case Studies at the 2017 SMTI/ASCN Workshop on Diversity and Inclusion

Posted: Apr 17 2017 by
Inese Berzina-Pitcher
Western Michigan University
Inese Berzina-Pitcher
Target Audience: Institution Administration, Tenured/Tenure-track Faculty
Program Components: Professional Development:Diversity/Inclusion

Creating an Institutional Culture of Accountability to Ensure Diversity and Inclusion in STEM Fields

Dr. Christine A. Stanley, Vice President and Associate Provost; Professor, Higher Education Administration, Texas A&M University will be the opening speaker on TAMU's Diversity Plan. TAMU's Diversity Plan, which was developed in 2010 and is executed by the Office for Diversity, established the expectation that all academic and administrative units submit annual reports to monitor and evaluate progress toward accountability, climate, and equity efforts. More

When it comes to teaching, is there a universal law that you cannot save time or use it differently?

Posted: Apr 4 2017 by

Judith Ramaley
Portland State University
Lorne Whitehead
University of British Columbia
Judith Ramaley and Lorne Whitehead

Institutional Change: Costs and Benefits
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