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Change Topics (Working Groups)
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Institution Administration
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Target AudienceWhat is Social Justice in STEMM Higher Education
Posted: Apr 15 2022 by
Target Audience: Institution Administration, College/University Staff, Tenured/Tenure-track Faculty, Non-tenure Track Faculty
Social justice in Science, Technology, Engineering, Mathematics and Medicine (STEMM) higher education may be defined as ensuring that all students see themselves as fully represented and supported members of STEMM fields, even as new students (Byars-Winston & Dahlberg, 2020). That baseline implies that each student's cultural, religious, sexual and, gender identities, nationality, and socio-economic backgrounds are respected, welcomed, and honored in the STEMM courses. Social justice also includes access for learners of various backgrounds and preparation, of variously-abled situations, and socio-economic status. Social justice in STEMM also requires that faculty are as diverse as the student body, and that curricula include robust representation of fully diverse scientists, their data, and their work. Students can then see perspectives of counter-stereotypical scientists, and see themselves in those roles and in that work. The current reality in STEMM classrooms does not reflect that ideal of social justice. We therefore argue that curricula, faculty and staff, and school support systems need to change in order to incorporate social justice into STEMM. More
Enacting Rightful Presence to Promote Students' Belonging
Posted: Feb 24 2022 by
Target Audience: Tenured/Tenure-track Faculty, Non-tenure Track Faculty, College/University Staff, Institution Administration
As we educators pursue equitable and just practices in STEM education, we acknowledge our students' diverse experiences and challenges, and we recognize the importance of their sense of belonging in our learning communities. Too often, we focus on quantifiable differences without considering how our actions and policies can impact the ways our students' voices and presence are valued and the extent to which their beliefs and dispositions are respected within our community. By enacting rightful presence (Calabrese & Tan, 2020), we can foster the sense of belonging that is essential for all students, particularly underrepresented groups, to succeed in our classrooms (Rainey et al., 2018 ). More
Learning from Evaluation of Effective Teaching Event: Change Leaders Perspectives
Posted: Sep 27 2021 by
Target Audience: Tenured/Tenure-track Faculty, Institution Administration, College/University Staff, Non-tenure Track Faculty
Program Components: Institutional Systems:Evaluating Teaching, Professional Development:Diversity/Inclusion
At the end of August, three ASCN working groups came together to put on an event called, "Evaluation of effective and inclusive teaching: How can teaching and learning center professionals be involved in change for social justice, equity, diversity, and inclusion?" (We will refer to social justice, equity, diversity, and inclusion as JEDI for ease throughout this post.) We recommend that people interested in the event watch the recording and access the resources on the event page, but the purpose of this blog post is to highlight what we learned from this event so that other change agents can implement the findings into their work immediately.
Big questions that we wanted to focus on included the who, what, and how of transforming teaching. To understand how change happens, and how we might help create teaching evaluation change on our campuses, we asked Dr. Susan Elrod to describe her work modeling institutional change. More
Learning from Evaluation of Effective Teaching Event: Perspectives on Aligning Incentives
Posted: Sep 23 2021 by
Target Audience: Tenured/Tenure-track Faculty, Institution Administration, College/University Staff, Non-tenure Track Faculty
Program Components: Institutional Systems:Strategic Planning, Evaluating Teaching
At the end of August, three ASCN working groups came together to put on an event called, "Evaluation of effective and inclusive teaching: How can teaching and learning center professionals be involved in change for social justice, equity, diversity, and inclusion?" (We will refer to social justice, equity, diversity, and inclusion as JEDI for ease throughout this post.) We heard from working group leaders Christine Broussard, Kadian Callahan, and Holly Cho, and a special guest, Susan Elrod. We were fortunate to have 100 participants join us for the session as well, who represented 77 different institutions. The purpose of this blog post is to give brief highlights regarding what we learned from this event. We recommend that if the topic and event interests you, please watch the recording and access the resources on the event page. More
Building Structural Equity: What do our organizations need?
Posted: Aug 31 2021 by
Target Audience: Tenured/Tenure-track Faculty, Institution Administration, Non-tenure Track Faculty, College/University Staff
Program Components: Professional Development:Diversity/Inclusion
ASCN and SEISMIC began collaborating in spring 2021 to understand how both organizations could synergistically support STEM education transformation. These collaborative meetings included the project coordinators of both organizations and the authors of this piece, Nita Kedharnath (project manager of SEISMIC) and Rachel Renbarger (research director of ASCN). We started meeting monthly to discuss equity challenges within our organizations, to problem-solve together, and to share resources to ensure equity progress continues for both our groups even while we target different priorities.
In March, the murder of Asian American women working at spas in Atlanta amplified calls for anti-racist actions from institutions in the United States, including institutions of higher education. During one of our collaborative meetings, we asked each other what steps our respective organizations have taken toward racial justice. While both ASCN and SEISMIC had been working on diversity, equity, inclusion, and social justice in STEM education since the organizations' inceptions, this work was outward-facing and dedicated to helping university faculty members change their institutional settings. What were our organizations' roles in tackling racial justice? What should we be doing as leaders? This lack of a clear path forward led us to ask these questions to experts who have been doing this reflective work within STEM higher education. More
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