Blog
Change Topics (Working Groups)
Target Audience
- College/University Staff 56 matches
- First Generation College Students 1 match
- First-year College Students 2 matches
- Graduate Students 17 matches
- In-Service K12 Teachers 6 matches
- Institution Administration 56 matches
- Non-tenure Track Faculty 56 matches
- Post-doctoral Fellows 21 matches
- Pre-Service K12 Teachers 2 matches
- Teaching/Learning Assistants 8 matches
- Tenured/Tenure-track Faculty 61 matches
- Transfer Students 1 match
- Undergraduate Majors 2 matches
- Undergraduate Non-Majors 2 matches
- Underrepresented Minority Students 2 matches
The Great Resilience: Notes on a Discussion Series to Cultivate Resilience for STEM
Posted: Mar 22 2024 by
Target Audience: Tenured/Tenure-track Faculty, Institution Administration, Non-tenure Track Faculty, College/University Staff
Program Components: Institutional Systems:Strategic Planning
Higher education was hit hard by the COVID-19 pandemic, and as a result, many faculty, administrators, and staff quit their jobs. This Great Resignation produced upheaval at many institutions across the nation. Looking for a space to find hope and a positive outlook in the midst of instability, the Aligning Incentives with Systemic Change working group engaged in a series of discussions about resilience. During spring 2023, we looked for ways to cultivate personal and organizational stability in the face of the Great Resignation and its impacts on higher education. More
What we wish we would have known about theories of change and change theory at the beginning
Posted: Dec 7 2023 by
Target Audience: Tenured/Tenure-track Faculty, Non-tenure Track Faculty, College/University Staff, Post-doctoral Fellows
Six years ago when we first met, we were two individuals who identified a common challenge on our campuses – namely supporting students who arrived with varying comfort and experience using quantitative (Q) skills in STEM and social science contexts. Talking with others, we were eager to think about how we might collaborate to do better for our students. We wanted to make a change, but change theories or theories of change? We didn't know what those were! As we have learned about change strategies and change theory over the last six years, we've repeatedly come across ideas that make us think, "Wow, we wish we would have known this when we started this project!" This post is an effort to share some of what we've learned with other practitioners who might be trying to change things on their own campuses. More
Intentionality, Accountability, and Growth: Insights and future directions from DEIJR symposia facilitated at national meetings of the American Chemical Society
Posted: Oct 3 2023 by
Stephanie Feola, University of Arkansas at Little Rock
Guizella Rocabado, Southern Utah University
Author Note: This is two of two blog series. This second post was written by Stephanie Feola.
Target Audience: Post-doctoral Fellows, Institution Administration, Graduate Students, Tenured/Tenure-track Faculty, College/University Staff, Non-tenure Track Faculty
Program Components: Professional Development:Diversity/Inclusion
Creating space for discussions and presentations about issues of Diversity, Equity, Inclusion, Justice, and Respect (DEIJR) is a means of building momentum for systemic change in discipline-based education research (DBER) communities. In this two-part blog, I, Stephanie Feola, and co-organizer Guizella Rocabado will share the lessons we've learned throughout this change process. In the first installment, we described the lessons learned from instituting the change of creating a space for DEIJR research and conversations during the American Chemical Society National Meetings. In this second installment, we share how the focus of the presentations, the nature of the discussions, and theorizing about DEIJR have changed since we began organizing the symposium in 2019 and draw implications for systemic change. More
Announcing the Curated Teaching Evaluation Change Initiative Repository
Posted: Sep 15 2023 by
Christine Broussard, University of La Verne
Stephanie Salomone, University of Portland
Carlos Goller, North Carolina State University
Sharon Homer-Drummond, PhD, AAAS
Casey Wright, Western Michigan University
*Author Contribution Note: All Authors contributed equally to this post.
Target Audience: Institution Administration, Non-tenure Track Faculty, Tenured/Tenure-track Faculty, College/University Staff
Program Components: Professional Development:Course Evaluation, Institutional Systems:Incentive/Reward Systems, Evaluating Teaching, Professional Development:Diversity/Inclusion
The Aligning Faculty Incentives with Systemic Change Working Group is excited to report we havecurated a repository of teaching evaluation change initiatives to support national efforts at the systemic change of faculty teaching evaluation. Teaching evaluation is an area of critical focus for systemic change efforts to align undergraduate students' experience in STEM courses with best practices for inclusive learning (NASEM, 2020; Boyer 2030 Commission, 2023). Since the academy is deeply resistant to change (Wise et al., 2022), it is critical to share innovations that have successfully impacted teaching evaluation with the systemic change community (e.g., Simonson et al., 2023). We have created the Curated Teaching Evaluation Initiative Repository to meet this need. For the repository, we define an initiative as a concerted program or set of related efforts that have been undertaken to change the policies, processes, or practices around teaching evaluation. These initiatives are not limited to resources for individual faculty to change their teaching practices but instead describe efforts that have been successful in creating systemic change. More
Creating space for critical conversations in chemistry: Lessons Learned from organizing DEIJR Symposia at national meetings of the American Chemical Society
Posted: Sep 13 2023 by
Guizella Rocabado, Southern Utah University
Stephanie Feola, University of Arkansas at Little Rock
Author Note: This is one of two blog series. This first post is written by Guizella Rocabado.
Target Audience: Graduate Students, Post-doctoral Fellows, Tenured/Tenure-track Faculty, Institution Administration, Non-tenure Track Faculty, Underrepresented Minority Students, College/University Staff
Program Components: Professional Development:Accessibility, Diversity/Inclusion, Institutional Systems:Evaluating Teaching, Outreach:Presentations/Talks
Creating space for discussions and presentations about issues of Diversity, Equity, Inclusion, Justice, and Respect (DEIJR) is a means of building momentum for systemic change in discipline-based education research (DBER) communities. In this two-part blog, I, Guizella Rocabado, and co-organizer Stephanie Feola, will share the lessons we've learned throughout this change process. In this first installment, we will describe the lessons learned from instituting the change of creating a space for DEIJR research and conversations during the American Chemical Society National Meetings. In the second installment, we will share how the focus of the presentations, the nature of the discussions, and theorizing about DEIJR have changed since we began organizing the symposium in 2019 and draw implications for systemic change.
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