Critical Resources Database
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Change Topics (Working Groups) Show all
Guiding Theories
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Program Components Show all
- Degree Program Development 4 matches
- Evaluating Promotion and Tenure 2 matches
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- Interdepartmental Collaboration 5 matches
- Personnel/Hiring 1 match
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- Strategic Planning 9 matches
Institutional Systems
7 matches General/OtherResults 1 - 10 of 21 matches
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.
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 ...
Resource Type: Journal Article
Program Components: Professional Development:Pedagogical Training, Professional Development, Institutional Systems:Evaluating Teaching, Institutional Systems
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.
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?
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
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.
Resource Type: Journal Article
Program Components: Institutional Systems:Strategic Planning
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.
Resource Type: Blog Post
Program Components: Professional Development:Diversity/Inclusion, Leadership, Institutional Systems:Incentive/Reward Systems, Evaluating Promotion and Tenure, Physical Infrastructure
TIDES Program at University of Texas
× TIDES Program at University of Texas The Texas Institute for Discovery Education in Science (TIDES) in the College of Natural Sciences aims to catalyze, support, and showcase innovative, evidence-based ...
Resource Type: Website
Program Components: Institutional Systems:Evaluating Teaching, Strategic Planning, Interdepartmental Collaboration
Breaking Down Silos meeting contributes to the goals of Working Group 1
Tessa Andrews, University of Georgia; Daniel Reinholz, San Diego State University
Twenty-five researchers met for a 2.5-day meeting at the Center for Mathematics and Science Education at San Diego State University to discuss change theories. This working meeting was supported by a National Science Foundation conference grant (#1830897/1830860) and led by PIs Daniel Reinholz and Tessa Andrews. The meeting brought together early-career scholars to foster cross-disciplinary sense-making and collaborations around change theories. Meeting attendees included graduate students, postdoctoral researchers, faculty of higher education, project advisors, and Discipline-Based Education Research (DBER) faculty in the disciplines of mathematics, biology, physics, geoscience, chemistry, and engineering.
Resource Type: Blog Post
Program Components: Institutional Systems
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.
Resource Type: Journal Article
Program Components: Professional Development:Curriculum Development, Institutional Systems:Strategic Planning, Interdepartmental Collaboration, Degree Program Development
Implementing Integrated Comprehensive Student Programs in STEM: Challenges and Facilitators from the CSU STEM Collaboratives
Elizabeth Holcombe, Indiana University-Bloomington
In my last post, I described the benefits of integrated support programs for underrepresented students in STEM. These integrated programs bridge organizational silos and build a unified community of support, in which faculty and staff work together to break down barriers to student success. The campuses that participated in the CSU STEM Collaboratives project saw increased student success and other organizational benefits as a result of creating integrated programs. While integration across functional areas represents a promising strategy for supporting student success, it represents a new way of working in higher education. Implementing integrated programs presents some unique challenges that may not be evident when implementing other types of interventions. In this post, I will briefly discuss a few of these challenges, as well as some strategies that STEM Collaboratives campuses used to overcome them.
Resource Type: Blog Post
Program Components: Institutional Systems:Strategic Planning, Supporting Students:Mentoring Program, Academic Support