Announcing the Curated Teaching Evaluation Change Initiative Repository
Casey Wright, Western Michigan University; Carlos Goller, North Carolina State University; Sharon Homer-Drummond, PhD, Tri-County Technical College; Stephanie Salomone, University of Portland; Christine Broussard, University of La Verne
The Aligning Faculty Incentives with Systemic Change Working Group is excited to report we havecurated a repository of teaching evaluation change initiatives to support national efforts at the systemic change of faculty teaching evaluation.  Teaching evaluation is an area of critical focus for systemic change efforts to align undergraduate students' experience in STEM courses with best practices for inclusive learning (NASEM, 2020; Boyer 2030 Commission, 2023). Since the academy is deeply resistant to change (Wise et al., 2022), it is critical to share innovations that have successfully impacted teaching evaluation with the systemic change community (e.g., Simonson et al., 2023). We have created the Curated Teaching Evaluation Initiative Repository to meet this need. For the repository, we define an initiative as a concerted program or set of related efforts that have been undertaken to change the policies, processes, or practices around teaching evaluation. These initiatives are not limited to resources for individual faculty to change their teaching practices but instead describe efforts that have been successful in creating systemic change.

2023 Transforming Institutions Conference Takeaways
Casey Wright, Western Michigan University
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.

Join an ASCN working group!
Kate White Temple University Kate White (Western Michigan University), ASCN Research Director
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.

Learning from Change Leaders: Reflections from the 2023 Transforming Institutions Conference
Casey Wright, Western Michigan University; Madhura Kulkarni, Northern Kentucky University
The Change Leaders working group led a workshop and hosted a breakfast conversation to bring together emergent and established change leaders at the 2023 Transforming Institutions Conference in Minneapolis, June 12-13, 2023. At the workshop, we met change leaders who are hard at work on their campuses in roles as faculty members, post-docs, educational technology staff, center for teaching and learning staff, STEM center staff, and university administrators.

Yale University/Center for Teaching and Learning (CTL)
Contact: Jennifer Frederick; Yale University, jennifer.frederick@yale.edu
The CTL provides information about sources of feedback instructors can use to inform their teaching and also provides consulting services to faculty. Many sources of feedback are available to instructors to inform their teaching, including: self-reflection, students' mid-semester feedback, peer review of teaching, and end-of-term evaluations. Instructors should feel empowered to determine what methods fit the needs and context of their situation and to try out different approaches over time.

Thanks for Listening
Thanks for Listening Describes the unpaid "care-work" female professors often engage in. Suggested Citation Green, M. (2015). Thanks for Listening. The Chronicle of Higher Learning. Retrieved from ...

Racial Equity and Justice in Educational Settings
Eboni Zamani-Gallaher
Dr. Eboni M. Zamani-Gallaher interviewed Dr. Dafina-Lazarus Stewart, a professor of Higher Education and Student Affairs at Bowling Green State University, about equity, inclusion, justice, and diversity in academic settings, as well as the role of campus leaders. The summary highlights this interview; the full interview is available as the debut episode of the Democracy's College podcast series.

Accelerating change: The power of faculty change agents to promote diversity and inclusive teaching practices
R. Heather Macdonald, College of William and Mary; Rachel Beane, Bowdoin College; Eric Baer, Highline College; Pamela Eddy, College of William and Mary; Norlene Emerson, University of Wisconsin-Richland; Jan Hodder; University of Oregon; Ellen Iverson, Carleton College; John McDaris, Carleton College; Kristin O'Connell, Carleton College; Carol Ormand, Carleton College
This article about preparing faculty to act as change agents to support diversity and inclusion is applicable to both two-year colleges and a larger audience.

Improving the Academic Climate of an R1 STEM Department: Quantified Positive Shifts in Perception
This study confirms the positive outcomes of having a practical, sustainable, and data-driven framework for affecting change within a graduate community.

Shaping the Future of Higher Education: Practical, Community-Driven Initiatives to Improve Academic Climate
In this Editorial, we present the history and details of a collaborative effort to improve the academic climate of the Department of Chemistry at University of California, Berkeley.