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Institutional Systems

Results 11 - 20 of 103 matches

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.

Change Topics (Working Groups): Costs and Benefits
Resource Type: Journal Article
Program Components: Professional Development:Diversity/Inclusion, Curriculum Development, Institutional Systems:Strategic Planning, Supporting Students:Student Engagement

Themes in the National Discussion on Reforming STEM Teaching Evaluation
Ann Austin, Michigan State University
The January 2021 National Dialogue on Reforming Stem Teaching Evaluation in Higher Education, hosted by the National Academies of Sciences Roundtable on Systemic Reform in Undergraduate Stem Education, in collaboration with AAU, APLU, ACSCN, and the TEval Project, involved faculty and administrative leaders from a variety of institutional types in very engaged conversation about teaching evaluation and innovative institutional projects. The lively conversation was evidence of the growing interest nationally in identifying models for more wholistic, effective, and inclusive forms of teaching evaluation as well as resources for initiating campus-wide discussions about reform in teaching evaluation.

Change Topics (Working Groups): Assessment, Equity and Inclusion, Faculty Evaluation
Resource Type: Blog Post
Program Components: Professional Development:Course Evaluation, Institutional Systems:Evaluating Promotion and Tenure, Evaluating Teaching

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.

Change Topics (Working Groups): Faculty Evaluation
Resource Type: Booklet, Website
Program Components: Professional Development:Accessibility, Diversity/Inclusion, Course Evaluation, Cultural Competency, Institutional Systems:Incentive/Reward Systems, Evaluating Teaching

Shared leadership for student success at UW-Whitewater
Susan Elrod, Indiana University-South Bend; Jodie Parys, University of Wisconsin-Whitewater; Meg Waraczynski, University of Wisconsin-Whitewater
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.

Change Topics (Working Groups): Guiding Theories, Change Leaders
Resource Type: Blog Post
Program Components: Institutional Systems, Supporting Students, Outreach

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 ...

Change Topics (Working Groups): Guiding Theories
Resource Type: Journal Article
Program Components: Professional Development:Pedagogical Training, Professional Development, Institutional Systems:Evaluating Teaching, Institutional Systems

Achieving Systemic Change; a sourcebook for Advancing and Funding STEM Education
Achieving Systemic Change; a sourcebook for Advancing and Funding STEM Education The sourcebook from the AACU 2014 workshop discusses how best to effect systemic change in undergraduate STEM, including the ...

Change Topics (Working Groups): Change Leaders, Policy
Resource Type: Book
Program Components: Professional Development, Institutional Systems:Strategic Planning, Institutional Systems

Learning from Evaluation of Effective Teaching Event: Change Leaders Perspectives
Madhura Kulkarni, Northern Kentucky University; Rachel Renbarger, Western Michigan University
At the end of August, three ASCN working groups came together to put on an event called, "Evaluation of effective and inclusive teaching: How can teaching and learning center professionals be involved in change for social justice, equity, diversity, and inclusion?" (We will refer to social justice, equity, diversity, and inclusion as JEDI for ease throughout this post.) We recommend that people interested in the event watch the recording and access the resources on the event page, but the purpose of this blog post is to highlight what we learned from this event so that other change agents can implement the findings into their work immediately. Big questions that we wanted to focus on included the who, what, and how of transforming teaching. To understand how change happens, and how we might help create teaching evaluation change on our campuses, we asked Dr. Susan Elrod to describe her work modeling institutional change.

Change Topics (Working Groups): Change Leaders, Equity and Inclusion
Resource Type: Blog Post
Program Components: Professional Development:Diversity/Inclusion, Institutional Systems:Evaluating Teaching

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.

Change Topics (Working Groups): Guiding Theories, Change Leaders, Assessment, Communication, Policy, Costs and Benefits, Equity and Inclusion, Faculty Evaluation
Resource Type: Blog Post
Program Components: Professional Development:Accessibility, Diversity/Inclusion, Institutional Systems:Incentive/Reward Systems, Evaluating Teaching, Supporting Students:Student Engagement, Learning Communities

Transforming Institutions Takeaways
Rachel Renbarger, Western Michigan University
Last week concluded the 2021 Transforming Institutions Conference that marked the 10th year of convening like-minded change leaders. The event was a rousing success; we had over 250 participants from at least 3 continents with over 40 concurrent presentations, 60+ posters, and 4 workshops containing research-based strategies for improving higher education. What did we learn from such an amazing event?

Change Topics (Working Groups): Guiding Theories, Change Leaders, Assessment, Policy, Costs and Benefits, Equity and Inclusion, Faculty Evaluation
Resource Type: Blog Post
Program Components: Professional Development:Diversity/Inclusion, Cultural Competency, Institutional Systems:Interdepartmental Collaboration, Supporting Students:Professional Preparation, Outreach:Policy Change, Inter-Institutional Collaboration

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.

Change Topics (Working Groups): Change Leaders
Resource Type: Blog Post
Program Components: Institutional Systems:Incentive/Reward Systems, Strategic Planning, Interdepartmental Collaboration