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.

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.

The Power (and necessity) of Students in Systemic Change
Marcos Montes; Dr. Rob Shorette
Almost any change in higher education is difficult. And slow. Systemic change, which produces seismic shifts in the operations and culture of an organization, is even more difficult to achieve. Or in the words of another ASCN blogger Jeanne Century, "the stakes are much higher and the challenge is greater." Particularly for public higher education institutions, there is no shortage of stakeholder groups with keen interests in the outcomes of systemic change efforts, including faculty, staff, administrators, lawmakers, community members, and the general public. Certainly, a process that authentically includes all of these stakeholder groups and reflects the varying perspectives each bring to the table is essential to successful change. However, no group has as much at stake when it comes to systemic change in higher education as students.

Discipline-Based Education Research
This summarizes foundational knowledge in Discipline-Based Education Research (DBER) for improving student learning outcomes.

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.

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.

The Economic Impact of Increasing College Completion
Sophia Koropeckyj; Chris Lafakis; Adam Ozimek
While this report does not include institutional-level guidance on measuring costs and benefits of instructional improvement, it does offer helpful context for broader economic effects of student success and degree completion. Many institutions are working to be responsive to demands by the public and policy- makers that they articulate their economic impact. Arguments and data included in this report can be helpful in that messaging, and can help change leaders tie program improvement to broader outcomes, which may help to garner leadership support.

Pedagogical partnerships: A how-to guide for faculty, students, and academic developers in higher education
Alison Cook-Sather, Bryn Mawr College; Melanie Bahti, University of Pennsylvania; Anita Ntem, Bryn Mawr College;
Alison Cook-Sather, Bryn Mawr College; Melanie Bahti, University of Pennsylvania; Anita Ntem, Bryn Mawr College; Based on their experiences working with several of the 50+ institutions word wide with institution-level "pedagogical partnership" programs for faculty instructional development, the authors step readers through considerations for establishing and growing such programs. The pedagogical partnership model (sometimes referred to as "students as partners") engages faculty and students serving as "student consultants" (who typically are not concurrently enrolled in the faculty members' courses) in reciprocal partnerships to reflect on the faculty members classroom practices.

Designing for the Margins: Addressing Inequities in Digital Learning Starts With Hearing and Engaging the Student Voice
Jessica Rowland Williams, Every Learner Everywhere
Jessica Rowland Williams, Every Learner Everywhere Reflecting the events of the COVID shut-down, the author provides an overview of student and faculty experiences with remote learning during the stress of the pandemic with a focus on students from historically marginalized populations. The author is the director of Every Learner Everywhere, a network of 12 member institutions which seeks to reduce the achievement gaps through adaptive courseware and other digital tools. In this essay, the author explores what they learned about marginalized students' experiences of online learning while managing financial and personal stress through data harvested from the Suddenly Online national survey plus focus groups at nearly 50 institutions in 22 states.

Framing and Efficacy of University-Required Diversity Courses in the Research Literature
Christine Zabala Eisshofer, University of Oklahoma
This literature review examines the research in the last 30 years in relation to university-required diversity courses, as well as highlights areas that have been understudied. Utilizing the social justice rationale for diversity, this review analyzes 25 quantitative and qualitative research articles that address university-required diversity courses. This literature review unpacks the mixed results from quantitative studies as well as analyzes the case studies presented in qualitative research. The relevance to this collection is the authors point that outcomes-based analysis (grades, survey responses) are insufficient, but that to truely understand student experiences in the classroom, we must examine student work undertaken during the class.