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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
Change Topics (Working Groups)From Deficit to Asset Framing: How Shifting Faculty Mindset Framing Can Positively Affect Student Motivation and Belonging
Posted: Feb 23 2023 by
Melissa Haswell, Delta College
Casey Wright, Western Michigan University
Target Audience: College/University Staff, Non-tenure Track Faculty, Tenured/Tenure-track Faculty
Program Components: Professional Development:Advising and Mentoring, Diversity/Inclusion, Supporting Students:Student Engagement, Academic Support
Student's cultural wealth and faculty mindset framing are often overlooked aspects of educational practice that if addressed, could lead to meaningful change and academic success of students. To shift toward an assets-based view of students and cultivate student belonging we encourage asset framing of students through the cultural wealth, or the knowledge, skills, and contacts, they bring to STEMM classrooms.
It is often posited that academic success is predicated on the "grittiness" of students. Grit can be defined as "expressing a passion and perseverance for pursuing long-term goals" which provides students with the ability to achieve long-term goals even in the face of adversity (Allen, Kannangara & Carson, 2021, p. 75). Grit is often associated with mindset or the perception that students have about their ability to learn. Mindsets, or implicit theories, related to learning generally emphasize the "fixedness or malleability of human characteristics like intelligence or personality (Canning, et. al, 2019)." The majority of research on grit and mindsets related to learning and academic success have focused on students. Thus, leaving the "blame" for lower levels of academic persistence and success squarely on the perceived characteristics of students. However, several recent studies have examined the influence of faculty mindset on student success. This new research indicates that faculty behavior and classroom culture which stems from faculty mindset affects persistence and leads to larger racial achievement gaps in STEM courses and programs (Canning, et. al, 2019). More
Happy National Mentoring Month!
Posted: Jan 31 2023 by
Target Audience: College/University Staff, Non-tenure Track Faculty, Tenured/Tenure-track Faculty, Institution Administration, Graduate Students, Post-doctoral Fellows
Program Components: Professional Development:Advising and Mentoring, Diversity/Inclusion, Supporting Students:Mentoring Program
Since Odysseus left Mentor in charge of his family, estates, and his son, the art and science of mentoring has been critical to guiding career and educational development. Like Mentor, I aim to be a wise and trusted counselor, guide, guardian, and teacher or as the title of a widely read book indicates, an Adviser, Teacher, Role Model, Friend (National Academies of Sciences, 1997). I have learned that mentoring is an alliance between people and that both mentors and mentees benefit from agreements about how the relationship will evolve and how to include social support, career development, and growth. With faculty, graduate students, and undergraduates, mentoring often involves getting to know the whole person, their aims and aspirations, and their qualms about the future. Connecting students to the right resources or empowering them to bring up difficult questions with their faculty or research mentors requires that you be open, listen carefully, and know them as persons. More
Open Education as a lever for social justice and equity - Exploring the many on ramps of Open STEM education
Posted: Dec 21 2022 by
Carlos Goller - North Carolina State University
Melanie Lenahan - Raritan Valley Community College
*All authors contributed equally to this article. The names are arranged in alphabetical order.
Target Audience: College/University Staff, Non-tenure Track Faculty, Tenured/Tenure-track Faculty, Institution Administration
Program Components: Professional Development:Accessibility, Diversity/Inclusion
The Open Education Ecosystem can be thought of as a roundabout where educators and researchers enter into a high-impact landscape through many different on ramps, including Open Educational Resources (OER), Open Data, Open Science, Open Pedagogy, or any of the many aspects of Open Education Ecosystem. Here we describe these common on ramps, transitions, and intersections between different facets of the Open Education landscape and more importantly how Open Education can be leveraged to promote social justice and equity in STEM education. More
What is Social Justice in STEMM Higher Education
Posted: Apr 15 2022 by
Target Audience: College/University Staff, Non-tenure Track Faculty, Tenured/Tenure-track Faculty, Institution Administration
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
Social Justice in Undergraduate STEMM Education 2040: An Optimist's Perspective
Posted: Apr 8 2022 by
It is the year 2040!
The intersecting crises of the 2020's (the pandemic, systemic racism, and climate change) finally led faculty groups and funders to a social justice agenda for Science, Technology, Engineering, Mathematics and Medicine (STEMM) education. Thousands of faculty read Ibram Kendi's How to be an Antiracist (2019) and began to realize that open educational resources (OER) and open pedagogy (OP) were needed to address the racial and ethnic disparities in health, impacts of climate change, and institutional practices. A revolution began! More
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