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Guiding Theories
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Change Topics (Working Groups)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, Tenured/Tenure-track Faculty, Non-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
Funding Educational Change Projects: A Panel Discussion at the 2019 Transforming Institutions Conference
Posted: Apr 18 2019 by
Target Audience: Graduate Students, Post-doctoral Fellows, College/University Staff, Institution Administration, Non-tenure Track Faculty, Tenured/Tenure-track Faculty
Program Components: Outreach:Presentations/Talks
The panel on funding at the 2019 Transforming Institutions Conference featured two representatives from funding agencies: David Asai (Senior Director for Science Education, HHMI) and Andrea Nixon (Program Director, Division of Undergraduate Education and Co-Lead, Improving Undergraduate STEM Education (IUSE) Program, NSF). Gita Bangera (Bellevue College, moderator) introduced our panelists, who started by discussing current initiatives at HHMI and NSF.
David Asai presented HHMI's new competition in the Inclusive excellence initiative; Andrea Nixon discussed NSF's programs in the Directorate for Education and Human Resources (EHR Core Research and Building Capacity in STEM Educational Research/BCSER) and their new solicitation for Improving Undergraduate STEM Education (IUSE) grants in the Institutional and Community Transformation Track.
Our panelists answered audience questions and we share some of their responses below. More
Breaking Down Silos meeting contributes to the goals of Working Group 1
Posted: Feb 12 2019 by
Target Audience: Post-doctoral Fellows, Institution Administration, Graduate Students, Non-tenure Track Faculty, College/University Staff, Tenured/Tenure-track Faculty
Program Components: Institutional Systems
Shared leadership for student success at UW-Whitewater
Posted: Feb 7 2019 by
Target Audience: Tenured/Tenure-track Faculty, Institution Administration, Non-tenure Track Faculty, College/University Staff
Program Components: Outreach, Supporting Students, Institutional Systems
Colleges and universities across the country are facing increasing pressure to enroll, retain and graduate more students at a time when the environment for higher education is competitive and often contentious. In order for institutions to be successful in these student success endeavors, everyone must work together. We are all familiar with shared governance as a central tenet of higher education but those processes apply primarily to policy development and decision-making. We argue that shared leadership is required as a holistic approach to goal development and implementation of strategic priorities that foster student and institutional success. In this model, both administrators and faculty/staff leaders play key roles that are essential to the long-term success and sustainability of student success initiatives. Administrators provide a framework for initiatives as they relate to the broader campus community; foster connections between individuals engaged in similar work; provide strategic support and remove barriers to progress; and hold the campus accountable for achieving shared goals. Shared leaders capitalize on their discipline expertise and commitment to student success and program outcomes to fill in the pieces of the framework. They utilize their classroom and program experience to design, test, and apply proposed solutions and also retain ownership of the initiatives and solutions. More
Building on the BOSE Report of Indicators for STEM Education
Posted: Mar 23 2018 by
Target Audience: Tenured/Tenure-track Faculty, Institution Administration, Non-tenure Track Faculty, College/University Staff
Program Components: Supporting Students:Professional Preparation, Academic Support, Professional Development:Diversity/Inclusion
As everyone probably knows by now, the National Academies have released their Indicators for Monitoring Undergraduate STEM Education.
There clearly is much overlap with the charge to the Working Group on Demonstrating Change. We would appreciate informal discussion around two questions:- Is there anything left for us to do?
- Assuming the answer to #1 is "yes," how can we shape our work so as to build on this report? More
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