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Change Topics (Working Groups) Show all
Equity and Inclusion
24 matchesTarget Audience
- College/University Staff 21 matches
- First-year College Students 1 match
- Graduate Students 8 matches
- In-Service K12 Teachers 3 matches
- Institution Administration 20 matches
- Non-tenure Track Faculty 22 matches
- Post-doctoral Fellows 11 matches
- Pre-Service K12 Teachers 1 match
- Teaching/Learning Assistants 4 matches
- Tenured/Tenure-track Faculty 24 matches
- Undergraduate Majors 1 match
- Undergraduate Non-Majors 1 match
- Underrepresented Minority Students 1 match
Change Topics (Working Groups)Start somewhere: Resources on equity and inclusion for STEM and higher education
Posted: Jun 9 2020 by
Naneh Apkarian (Western Michigan University)
Target Audience: Post-doctoral Fellows, Tenured/Tenure-track Faculty, Institution Administration, College/University Staff, In-Service K12 Teachers, Non-tenure Track Faculty
Program Components: Professional Development:Diversity/Inclusion
These recent articles and resources are meant to serve as a starting point for learning about equity, inclusion, diversity, and justice - with a particular focus on addressing systemic anti-Black racism - within STEM and higher education. This list of resources is long, but not by any means exhaustive. As change agents and scholars, we know that effecting change requires informed action. We hope you will use these and other resources to develop concrete and informed action plans. Please use the comments to share additional resources and concrete actions being taken by you and your institution.
We also invite you to join the conversation in our Equity and Inclusion Working Group. If you would like to join, please fill out the form to Join the Network and indicate that you would like to join Working Group 5 (Equity & Inclusion).
On Wednesday, June 10, we join the movement to #ShutdownSTEM. More
Join an ASCN working group!
Posted: Feb 19 2020 by
Target Audience: Post-doctoral Fellows, Institution Administration, Teaching/Learning Assistants, Pre-Service K12 Teachers, Tenured/Tenure-track Faculty, In-Service K12 Teachers, College/University Staff, Non-tenure Track Faculty
Program Components: Professional Development:Leadership, Institutional Systems:Physical Infrastructure, Professional Development:Diversity/Inclusion, Institutional Systems:Evaluating Promotion and Tenure, Incentive/Reward Systems
Have you been considering joining one of our working groups, but aren't sure where to start? Here you'll find updates on what each of our groups is working on and more information on how to get involved in 2020. You can join any of our working groups by filling out this short form. Keep reading to learn more about how we're exploring theories of change; the costs, benefits, and impact of change; change leadership; equity and inclusion in systemic change; aligning faculty work with change; and learning spaces. More
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
Beyond the Diversity Status Quo
Posted: Nov 2 2017 by
Target Audience: Non-tenure Track Faculty, College/University Staff, Institution Administration, Tenured/Tenure-track Faculty
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
Frameworks for Inclusive Excellence and Systemic Change
Posted: Oct 12 2017 by
Target Audience: Post-doctoral Fellows, Institution Administration, Teaching/Learning Assistants, Non-tenure Track Faculty, College/University Staff, Tenured/Tenure-track Faculty
Program Components: Professional Development:Cultural Competency, Diversity/Inclusion
In the work I and my colleagues have done to create change around STEM Education on our own campus we've intentionally worked at two levels. We try to focus both on what will help individual faculty to make changes to their teaching and on how we can shift norms, structures, and teaching culture at the institutional level. My focus as a faculty developer has historically been focused on helping faculty make changes to their pedagogy through exploration and adoption of a variety of active learning pedagogies. I've also been interested in how the spaces in which faculty teach and the norms and policies that guide their practice can promote the adoption of evidence-based teaching practice. More recently, and for a variety of reasons, I've become more interested in how to support faculty to pay attention to their classrooms as inclusive places for learning and the degree to which their courses help to support equitable outcomes for students. While these ideas are connected to good pedagogical practice, thinking about inclusivity has prompted me to expand my toolbox. More
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