Progress Toward Achieving Systemic Change: A Five-Year Status Report on the AAU Undergraduate STEM Education Initiative
A report page presenting a five-year status assessment of the AAU Undergraduate STEM Education Initiative, covering systemic change progress through instructor surveys, departmental policy analyses, and learning space evaluations, with emphasis on faculty evaluation, non-tenure track roles, and institutional reform.

Shaping the Future of Higher Education: Practical, Community-Driven Initiatives to Improve Academic Climate
This is a scholarly content page detailing a community-driven initiative to improve academic climate in STEM higher education, specifically within UC Berkeley's Chemistry Department, emphasizing inclusive practices, strategic planning, and systemic change through grassroots efforts, data collection, and institutional support.

Improving the Academic Climate of an R1 STEM Department: Quantified Positive Shifts in Perception
This academic case study details a data-driven, student-led initiative to improve inclusivity in an R1 STEM department, presenting quantitative evidence from 2018–2020 surveys demonstrating measurable positive shifts in departmental climate perception through sustained, collaborative intervention strategies.

Evaluating Discipline-Based Education Research for Promotion and Tenure
This journal article page from the Accelerating Systemic Change Network addresses the evaluation of discipline-based education research (DBER) faculty for promotion and tenure, offering guidance on assessing scholarly accomplishments within STEM departments, with metadata indicating its focus on faculty evaluation, DBER, and systemic change in higher education.

Three levels of chemistry educational research
This editorial page presents a typology of chemistry educational research, categorizing journal submissions into three levels based on their focus on chemistry-specific teaching and learning, and serves as a resource within the Accelerating Systemic Change Network for STEM education reform.

Aligning practice to policies: changing the culture to recognize and reward teaching at research universities
This webpage is a scholarly resource detailing systemic challenges in recognizing and rewarding teaching at research universities, discussing the misalignment between institutional policies and tenure practices, and offering guiding principles and case studies for cultural change in higher education, particularly within STEM disciplines.

Refining the Paradigm: Holistic Evaluation of Faculty to Support Faculty and Student Learning
A resource page from the Accelerating Systemic Change Network presents a holistic faculty evaluation framework emphasizing integrated assessment of teaching, scholarship, service, and professional development to support systemic reform in STEM higher education.

AAU Framework for systemic change in undergraduate STEM teaching and learning
A resource page detailing the AAU Framework for systemic change in undergraduate STEM education, covering institutional commitment, cultural transformation, pedagogical strategies, and faculty evaluation, developed by the Association of American Universities as part of its STEM education initiative.

New Faculty Workshop in Physics
A resource page for the New Faculty Workshop in Physics, a long-standing professional development program led by disciplinary societies that enhances faculty adoption of active learning strategies and systemic change in STEM education.

Describing & Measuring Undergraduate STEM Teaching Practices
A resource page from the Accelerating Systemic Change Network (ASCN) that presents a report on methods for describing and measuring teaching excellence in undergraduate STEM education, emphasizing assessment practices, faculty evaluation, and institutional systems supporting systemic reform in higher education.