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Graduate Students
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Target AudienceIntentionality, 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
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.
More2023 Transforming Institutions Conference Takeaways
Posted: Aug 15 2023 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
From Civic Engagement to Civic Courage—Science Education's Next Chapter
Posted: Jun 8 2023 by
Target Audience: Graduate Students, Post-doctoral Fellows, Tenured/Tenure-track Faculty, Institution Administration, Non-tenure Track Faculty, College/University Staff
Program Components: Professional Development:Diversity/Inclusion, Pedagogical Training, Supporting Students:Student Engagement, Outreach:Inter-Institutional Collaboration
It is hard to escape the fact that the relationship of evidence-based or scientific thinking to civic life in a democracy--which had been acknowledged by the science advocacy community for over a century--has attained a new urgency in the age of fake news and alternative facts. Recently a colleague remarked that the project I helped found and now lead, Science Education for New Civic Engagements and Responsibilities (SENCER) "was ahead of its time," and I've been reflecting on that idea. Historians love to quote the philosopher Kierkegaard who observed, "we live forward, but understand backward." And I've spent a lot of time this year trying to "understand backward" the broader cultural and educational context that produced SENCER to consider whether SENCER was indeed "ahead," or more accurately an embodiment of the best thinking available in its own time.[1] I'm especially concerned with considering what elements of our collective past can support a future of civically and socially-engaged learning in science, despite a dramatically altered academic landscape. This changed landscape includes the precarity of faculty status and autonomy, the contraction of institutional finances, unprecedented student needs and expectations, and frankly, the decline of administrative leadership in the face of political pressure, which has provided much less space for creativity and academic innovation. More
Creating new knowledge about change by combining research-based knowledge with the wisdom of practice
Posted: Feb 28 2023 by
Charles Henderson, Western Michigan University
Kadian Callahan, Kennesaw State University
Target Audience: College/University Staff, Graduate Students, Post-doctoral Fellows, Institution Administration, Non-tenure Track Faculty, Tenured/Tenure-track Faculty
One of the core ideas behind the formation of the Accelerating Systemic Change Network (ASCN) is to create and amplify knowledge by fostering interactions between two basic types of people who are working to improve postsecondary education: change researchers and change agents. While there is some overlap in these groups, they mostly operate independently. And, more importantly, each has access to different ideas and types of knowledge.
Through knowledge creation and amplification, ASCN builds capacity within and across these two groups to more successfully enact change in undergraduate STEM education. Specifically, ASCN uses the model of a "Knowledge Creating Company." This way to think about business organizations was first published by Nonaka and Takeuchi (1995) who credited it for the success of Japanese companies in the 1980s and 1990s. It has since become highly influential in focusing businesses worldwide on the importance of knowledge and knowledge creation. In contrast to the Western approach to knowledge management, which views knowledge as explicit, Japanese companies place significant value on tacit knowledge. More
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