When it comes to teaching, is there a universal law that you cannot save time or use it differently?
Judith Ramaley Portland State University Lorne Whitehead University of British Columbia Judith Ramaley and Lorne Whitehead
This blog post is about teaching, and time, a topic that we briefly discussed during one of our ASCN Working Group 2 meetings. We begin with time. Throughout history, people have pondered it in many ways. One way is to study the quantities of time required for specific tasks in order to find ways to improve overall results. This can be helpful because time is a limited resource that is best spent wisely. For example, when this approach is applied to manufacturing, it can yield significant benefits for companies and their customers. In situations like this, efforts to save time and improve efficiency make sense. Not all situations have that character. In a second category of situations, most people don't find it appropriate to quantify and optimize time and results. Consider, for example, social interactions. We can't really measure them, and even if we could, who would want to? Many seek social interactions but very few wish to measure them or be so measured.

Investing in Success: Cost-Effective Strategies to Increase Student Success
Jane Wellman; and Rima Brusi

Competency-based education: A study of four new models and their implications for bending the higher education cost curve
Donna M. Desrochers; Richard L. Staisloff
In this report the authors assess CBE programs at four institutions by considering business models, costs, etc. and what is required from institutions to 'get to breakeven'. The four institutions anticipate breaking even with their programs by the fifth year, and they project that by the sixth year these programs will be operating at half the cost of the traditional academic programs. The article describes how an evaluation of the competency- based education business model must include considerations regarding price, efficiency (academic delivery structure, staff ratios, and compensation), and scale (student recruitment, enrollment, and retention).

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.

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?

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.

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.

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

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

Benefit–Cost Analysis of Undergraduate Education Programs: An Example Analysis of the Freshman Research Initiative
Rebecca L. Walcott; Phaedra S. Corso; Stacia E. Rodenbusch; and Erin L. Dolan
The authors comprehensively describe how to conduct a cost-benefit analysis of an undergraduate education program, using a detailed real-life example to illustrate the process. Principal conclusion: the university's investment in Freshman Research Initiative generates a positive return for students in the form of increased future earning potential (p. 1).