Change theory and theory of change: what's the difference anyway?
Daniel L. Reinholz; and Tessa C. Andrews
This essay describes the connections between a theory of change and change theory and provides examples of how change theory can inform a project's theory of change.

Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math
Elli J. Theobald; Mariah J. Hill; Elisa Tran; Sweta Agrawal; E. Nicole Arroyo; Shawn Behling; Nyasha Chambwe; Dianne Laboy Cintrón; Jacob D. Cooper; Gideon Dunster; Jared A. Grummer; Kelly Hennessey; Jennifer Hsiao; Nicole Iranon; Leonard Jones II; Hannah Jordt; Marlowe Keller; Melissa E. Lacey; Caitlin E. Littlefield; Alexander Lowe; Shannon Newman; Vera Okolo; Savannah Olroyd; Brandon R. Peecook; Sarah B. Pickett; David L. Slager; Itzue W. Caviedes-Solis; Kathryn E. Stanchak; Vasudha Sundaravardan; Camila Valdebenito; Claire R. Williams; Kaitlin Zinsli; and Scott Freeman
This study is a comprehensive meta-analysis of research on the influence of active and traditional learning approaches on STEM course outcomes (exam scores and course failure rates) for underrepresented students. Time-intensive active learning experiences contributed to reduced achievement gaps in exam scores and pass rates. Researchers concluded that deliberate active-learning course designs and inclusive teaching contribute to increasing equity in STEM. Although this study does not discuss cost-benefits, it affirms the value of investing in pedagogical enhancements to increase student retention and success. In this case, the benefits are continuous tuition revenue through student retention and the moral imperative of reducing equity gaps.

Four frames for systemic change in STEM departments
× Four frames for systemic change in STEM departments Aimed specifically at change agents operating at the department level, this short article outlines four areas that change agents should focus on -- ...

Active learning increases student performance in science, engineering, and mathematics
Active learning increases student performance in science, engineering, and mathematics Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary Pat Wenderoth ...

Aligning Practice to Policies: Changing the Culture to Recognize and Reward Teaching at Research Universities
This is an article about how to align University practices with policies. It offers three examples of how institutions have begun projects to achieve this. It overlaps with the TEval resources, as two of the examples are TEval participants.Abstract: "Recent calls for improvement in undergraduate education within STEM (science, technology, engineering, and mathematics) disciplines are hampered by the methods used to evaluate teaching effectiveness. Faculty members at research universities are commonly assessed and promoted mainly on the basis of research success. To improve the quality of undergraduate teaching across all disciplines, not only STEM fields, requires creating an environment wherein continuous improvement of teaching is valued, assessed, and rewarded at various stages of a faculty member's career. This requires consistent application of policies that reflect well-established best practices for evaluating teaching at the department, college, and university levels. Evidence shows most teaching evaluation practices do not reflect stated policies, even when the policies specifically espouse teaching as a value. Thus, alignment of practice to policy is a major barrier to establishing a culture in which teaching is valued. Situated in the context of current national efforts to improve undergraduate STEM education, including the Association of American Universities Undergraduate STEM Education Initiative, this essay discusses four guiding principles for aligning practice with stated priorities in formal policies: 1) enhancing the role of deans and chairs; 2) effectively using the hiring process; 3) improving communication; and 4) improving the understanding of teaching as a scholarly activity. In addition, three specific examples of efforts to improve the practice of evaluating teaching are presented as examples: 1) Three Bucket Model of merit review at the University of California, Irvine; (2) Evaluation of Teaching Rubric, University of Kansas; and (3) Teaching Quality Framework, University of Colorado, Boulder. These examples provide flexible criteria to holistically evaluate and improve the quality of teaching across the diverse institutions comprising modern higher education."

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.

Connecting the Stakeholders: Departments, Policy, and Research in Undergraduate Mathematics Education
Naneh Apkarian, Western Michigan University; Dana Kirin, Portland State University; Jessica Gehrtz, Colorado State University; Kristen Vroom, Portland State University
This article reports on major themes that arose from discussions at the Mathematical Association of America's Precalculus to Calculus: Insights and Innovations Conference.

Curators and sojourners in learning networks: Practices for transformation
× Curators and sojourners in learning networks: Practices for transformation In this article Risien provides a framework for examining structures, roles and practices of networks, and particularly of roles ...

Grassroots Efforts To Quantify and Improve the Academic Climate of an R1 STEM Department: Using Evidence-Based Discussions To Foster Community
Here, we present the outcomes of a graduate-student-led initiative that sought to assess the issues affecting inclusivity, diversity, and wellness within the Department of Chemistry at the University of California, Berkeley. We report how the results of a department-tailored academic climate survey were used to develop a method to foster open, productive discussion among graduate students, postdoctoral researchers, and faculty.

What Is the Potential for Applying Cost-Utility Analysis to Facilitate Evidence-Based Decision Making in Schools?
Fiona Hollands; Yilin Pan; Maya Escueta
The authors investigated the feasibility of applying a decision-making framework based on cost-utility analysis to facilitate decision-making. A key challenge was guiding decision makers to find suitable evidence.