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Change Topics (Working Groups) Show all
Change Leaders
31 matchesTarget Audience
- College/University Staff 29 matches
- First Generation College Students 1 match
- First-year College Students 1 match
- Graduate Students 6 matches
- In-Service K12 Teachers 3 matches
- Institution Administration 27 matches
- Non-tenure Track Faculty 27 matches
- Post-doctoral Fellows 8 matches
- Pre-Service K12 Teachers 2 matches
- Teaching/Learning Assistants 4 matches
- Tenured/Tenure-track Faculty 29 matches
- Transfer Students 1 match
- Undergraduate Majors 1 match
- Undergraduate Non-Majors 1 match
- Underrepresented Minority Students 2 matches
Shared leadership for student success at UW-Whitewater
Target Audience: College/University Staff, Non-tenure Track Faculty, Tenured/Tenure-track Faculty, Institution Administration
Program Components: Institutional Systems, Supporting Students, Outreach
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
Target Audience: College/University Staff, Non-tenure Track Faculty, Tenured/Tenure-track Faculty, Institution Administration
Program Components: Professional Development:Diversity/Inclusion, Supporting Students:Academic Support, Professional Preparation
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
Turning on the Thrive Channel to Accelerate Change in Higher Education
Target Audience: College/University Staff, Non-tenure Track Faculty, Tenured/Tenure-track Faculty, Institution Administration
Program Components: Institutional Systems:Strategic Planning
A key challenge is that achieving change in any organization is hard. It is complicated. It involves many levels of the organization. It is motivated by a variety of purposes. It is challenged by competing agendas. It is frequently stalled by a variety of obstacles.
Further, positive change requires a vision, strategy, and tactics. But most importantly, it requires effective change leadership. What does that actually entail? More
How Does Your Professional Organization Lead Positive Change?
Target Audience: College/University Staff, Non-tenure Track Faculty, Tenured/Tenure-track Faculty, Institution Administration
Program Components: Outreach:Policy Change
We are creating resources for the ASCN Working Group 4: Demonstrating Impact and others, interested in higher education systemic change efforts, by soliciting responses to important questions.
This month's question is related to professional organizations. We are interested to learn about activities different professional organizations in STEM disciplines are using to accelerate change.
Professional organizations/societies may have the authority, relationships and access to data to implement positive changes in specific disciplines. One example of an organization actively engaged with this mission is the Research Advisory Group of the Conference Board of the Mathematical Sciences.
The report "The Role of Scientific Societies in STEM Faculty Workshops" recommended by Charles Henderson in his contribution is a great resource that provides insights into faculty professional development workshops across STEM disciplines.
The December/January question:
How does your professional organization try to lead positive change? What changes have your professional organization led or you would like to see them lead? More
Beyond the Diversity Status Quo
Target Audience: College/University Staff, Non-tenure Track Faculty, Tenured/Tenure-track Faculty, Institution Administration
Program Components: Professional Development:Diversity/Inclusion
The arc of history is long but it bends towards freedom. - Martin Luther King Jr.
Most of us who work in equity and inclusion have an orientation towards wanting to make progress towards systemic change. There is a shared acknowledgement of past injustice, present struggle, and persistent hope. Consistent with the ASCN, those who work in equity and inclusion in higher education are often seeking long term, sustainable transformations of their institutions.
And yet, higher education institutions also prize stability and can be remarkably slow to change. Equity and inclusion concerns get framed as issues for committees and task forces, which eventually become standing entities rather than forces empowered to make radical change. Diversity work feels at risk to budget cuts and to voicing unpopular truths. Overworked and underfunded, the point people for equity and inclusion in an institution can take up somewhat conservative goals: retaining individuals who are underrepresented in a discipline can turn into a standing effort to at least not lose the little bit of diversity left in the department. Although its proponents are often oriented towards transformation, it can seem like higher educational diversity work is far removed from the work of systemic change.
In my dissertation I made calls for going "Beyond Diversity as Usual" in undergraduate engineering work, using new research approaches and new ways of conceptualizing institutional practice (Secules, 2017a). Here are a few directions from my work and others' that may help move towards systemic change in the institutional diversity landscape: More
