ASCN Blog
Change Topics (Working Groups)
Target Audience
- College/University Staff 23 matches
- First Generation College Students 1 match
- First-year College Students 1 match
- Graduate Students 7 matches
- In-Service K12 Teachers 3 matches
- Institution Administration 28 matches
- Non-tenure Track Faculty 22 matches
- Post-doctoral Fellows 8 matches
- Pre-Service K12 Teachers 2 matches
- Teaching/Learning Assistants 3 matches
- Tenured/Tenure-track Faculty 27 matches
- Transfer Students 1 match
- Undergraduate Majors 1 match
- Undergraduate Non-Majors 1 match
- Underrepresented Minority Students 1 match
Join an ASCN working group!
Posted: Feb 19 2020 by
Target Audience: Post-doctoral Fellows, Teaching/Learning Assistants, Institution Administration, In-Service K12 Teachers, College/University Staff, Pre-Service K12 Teachers, Non-tenure Track Faculty, Tenured/Tenure-track Faculty
Program Components: Professional Development:Leadership, Institutional Systems:Evaluating Promotion and Tenure, Professional Development:Diversity/Inclusion, Institutional Systems:Physical Infrastructure, Incentive/Reward Systems
Have you been considering joining one of our working groups, but aren't sure where to start? Here you'll find updates on what each of our groups is working on and more information on how to get involved in 2020. You can join any of our working groups by filling out this short form. Keep reading to learn more about how we're exploring theories of change; the costs, benefits, and impact of change; change leadership; equity and inclusion in systemic change; aligning faculty work with change; and learning spaces. More
Understanding how instructional change works
Posted: Jan 22 2020 by
Program Components: Professional Development:Pedagogical Training
Recommended article: "It's Personal: Biology Instructors Prioritize Personal Evidence over Empirical Evidence in Teaching Decisions," by Tessa Andrews and Paula Lemons, CBE-Life Sciences Education, 14 (2015).
I am involved in several projects which aim to help faculty learn about and implement effective teaching practices. To design or evaluate such programs, it's useful to have a model of how faculty take up new teaching practices. I want to highlight an article by Andrews and Lemons which recently influenced my thinking. (Note that Tessa Andrews co-leads ASCN Change Theories working group). One model that is often used in faculty change projects is the Rogers' Diffusion of Innovations model, which suggests that in order to adopt a new idea a person must become aware of it, be persuaded that it is useful, decide to use it, implement it, and then decide to continue to use it More
Inclusive Approaches to Reviewing Scholarship: A New Guide
Posted: May 29 2019 by
Kathy Quardokus Fisher (Florida International University)
Brian A. Burt (University of Wisconsin-Madison)
Target Audience: Graduate Students, Post-doctoral Fellows, Non-tenure Track Faculty, Tenured/Tenure-track Faculty, Institution Administration
Program Components: Professional Development:Diversity/Inclusion
The ASCN Guiding Theories Working Group is working on answering the question "How might we better support people's use of theories, models, and scholarship in their planned systemic change efforts?" The Breaking Down Silos working meeting (previously discussed on the ASCN blog) brought together scholars to discuss and organize existing theories and models of change from scholarship related to change in undergraduate STEM education. One of the discussions focused on representation, which in turn led to the development of the Guide to Inclusion Awareness in the Organization of Knowledge (Acrobat (PDF) 216kB May28 19), which is the subject of this post.
At Breaking Down Silos, the question of inclusion and exclusion arose. That is, what literature was included in the body of work considered to be relevant, and what was left out? Who was represented at the meeting (and in the working group), and who was not? Why? What are the resulting implications of these boundaries for our work? These questions are relevant across many contexts, and our discussions over the working meeting and beyond led to the creation of the Guide to Inclusion Awareness in the Organization of Knowledge (Acrobat (PDF) 216kB May28 19) document. It is a set of guiding questions to support inclusion and transparency in the creation of scholarly work. In this blog, we highlight and discuss some of the concerns about developing typographies or literature reviews that led to the development of this guide. More
How an external evaluator helps clients develop theories of change
Posted: Apr 30 2019 by
Stephanie Chasteen (University of Colorado at Boulder), Co-Leader of ASCN Change Leaders Working Group
Stephanie Chasteen, ASCN member and co-leader of the Change Leaders Working Group, was recently featured in two blog posts on the blog of the American Evaluation Association, AEA365. In these posts she shared how she helps clients develop Theories of Change as an external evaluator for NSF-funded projects aiming to improve STEM education at the university level. More
2019 Transforming Institutions Conference Report
Posted: Apr 23 2019 by
Program Components: Outreach:Presentations/Talks
The 2019 ASCN Transforming Institutions Conference brought together more than 140 researchers, faculty, change agents, and administrators to focus on transforming undergraduate education. We were pleased to include many excellent presentations, posters, workshops, and symposia in our program, some organized into our four tracks: aligning faculty incentives with systemic change (ASCN working group 6), change leadership (ASCN working group 3), equity and inclusion (ASCN working group 5), and guiding theories of change (ASCN working group 1). We'd like to share some highlights from the conference and feedback from our attendees -- keep reading for more! More
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