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Change Topics (Working Groups)
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Tenured/Tenure-track Faculty
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Target AudienceCOVID-19 Recommended Resources from ASCN
Posted: Apr 30 2025 by
Program Components: Professional Development:Pedagogical Training, Curriculum Development, Accessibility, Institutional Systems:Technological Infrastructure
Updated: 6/4/20
We know that many of you are dealing with changes at your institutions as we all come together to flatten the curve. Many organizations have been sharing resources and guidance for remote work, online teaching, and more. In this post you'll find links to some recommended resources that we have collected. Our regular events (webinars, working group meetings, etc.) are continuing -- please contact us if you would like to get involved!
We will continue to update this post as needed. More
2023 Transforming Institutions Conference Takeaways
Posted: Apr 29 2025 by
Target Audience: Graduate Students, Post-doctoral Fellows, College/University Staff, Teaching/Learning Assistants, Tenured/Tenure-track Faculty, Non-tenure Track Faculty, Institution Administration
Program Components: Professional Development:Diversity/Inclusion, Institutional Systems:Incentive/Reward Systems, Supporting Students:Learning Communities, Professional Development:Accessibility, Supporting Students:Student Engagement, Institutional Systems:Evaluating Teaching
The 2023 Transforming Institutions Conference was held June 12-13, 2023, in Minneapolis, MN. With this most recent convening, we are proud to have brought together change researchers and change agents for 12 years. The meeting was made possible by the efforts of a conference planning committee consisting of 10 change agents convened by NSEC (Network of STEM Education Centers) and ASCN (Accelerating Systemic Change Network), supported by 40 reviewers from the systemic change community. Now that the dust has settled, we would like to share some key takeaways, attendee feedback, and future conference plans to continue to build momentum for our community to thrive with change. More
Understanding how instructional change works
Posted: Apr 29 2025 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
Frameworks for Inclusive Excellence and Systemic Change
Posted: Apr 29 2025 by
Target Audience: Post-doctoral Fellows, Institution Administration, Teaching/Learning Assistants, Non-tenure Track Faculty, College/University Staff, Tenured/Tenure-track Faculty
Program Components: Professional Development:Cultural Competency, Diversity/Inclusion
In the work I and my colleagues have done to create change around STEM Education on our own campus we've intentionally worked at two levels. We try to focus both on what will help individual faculty to make changes to their teaching and on how we can shift norms, structures, and teaching culture at the institutional level. My focus as a faculty developer has historically been focused on helping faculty make changes to their pedagogy through exploration and adoption of a variety of active learning pedagogies. I've also been interested in how the spaces in which faculty teach and the norms and policies that guide their practice can promote the adoption of evidence-based teaching practice. More recently, and for a variety of reasons, I've become more interested in how to support faculty to pay attention to their classrooms as inclusive places for learning and the degree to which their courses help to support equitable outcomes for students. While these ideas are connected to good pedagogical practice, thinking about inclusivity has prompted me to expand my toolbox. More
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
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