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.

Evaluating the Return on Investment in Higher Education: An Assessment of Individual- and State-Level Returns
Kristin Blagg; Erica Blom

The Learning Spaces Collaboratory (LSC) Guide: Planning for Assessing 21st Century Spaces for 21st Century Learners
The Learning Spaces Collaboratory (LSC) Guide: Planning for Assessing 21st Century Spaces for 21st Century Learners This guide, developed by a working group convened by the LSC, is a template for measuring return ...

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?

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.

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas
National Research Council

Instructional quality, student outcomes, and institutional finances
Jessie Brown; Martin Kurzweil
A report from the American Council on Education exploring the question of whether improving instructional quality can increase an institution's revenue. Principal Conclusions (p.22): As the cost of college grows and sources of funding of decline, college and university leaders face mounting pressure to find effective and efficient ways to improve their core business: educating and graduating students. Numerous studies show that research-based pedagogical practices and participation in faculty development can help institutions achieve these goals by increasing student learning, engagement, persistence, and degree completion. There is also evidence that improvements in retention increase revenue and have a positive return on investment. Other interventions—including remedial course redesign, increased course-taking in the first year, and more comprehensive first-year curricular and co-curricular reforms—have been shown to improve cost per degree.

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.

Reflections on the SMTI/ASCN Workshop on Diversity and Inclusion
Inese Berzina-Pitcher Western Michigan University Inese Berzina-Pitcher
Last month in partnership with the Association of Public and Land-Grant Universities (APLU) we organized SMTI/ASCN Workshop on Diversity and Inclusion. × One of the major objectives of the workshop was to advance a dialog on diversity and inclusion in undergraduate STEM education between practitioners transforming institutions and researchers who are studying systemic change at higher education institutions. The workshop featured case studies of institutions that are making progress on increasing diversity and inclusion on their campuses. These case studies were used to stimulate small group discussion amongst all participants on what is working or not on their campuses. In addition, small group discussion by ASCN working groups also were offered. With a great interest we read reflections offered by the workshop participants and in turn

Improving Learning and Reducing Costs: Fifteen Years of Course Redesign
Carol A. Twigg