Universal Design for Learning: Examples for deep learning
Patricia Marsteller, Emory University
This blog post page from the Accelerating Systemic Change Network (ASCN) explores deep teaching and Universal Design for Learning (UDL) in higher education STEM contexts, offering concrete examples of UDL-aligned strategies—such as case-based learning, multiple means of engagement, representation, and expression—and highlights a faculty mentoring initiative to adapt curricula for inclusivity, accessibility, and equitable student outcomes. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

What we wish we would have known about theories of change and change theory at the beginning
Laura Muller, The Jackson Laboratory; Melissa Eblen-Zayas, Carleton College
A blog post by change leaders in STEM education reflecting on unspoken assumptions and challenges in applying change theory, emphasizing the importance of context, rationale, and formalized theories when designing interventions for systemic educational reform. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Start somewhere: Resources on equity and inclusion for STEM and higher education
Kate White Temple University Naneh Apkarian Arizona State University at the Tempe Campus Kate White (Western Michigan University), ASCN Research Director Naneh Apkarian (Western Michigan University)
A blog post from the Accelerating Systemic Change Network offering a curated list of equity and inclusion resources for STEM and higher education, with emphasis on combating systemic anti-Black racism, featuring articles, organizations, classroom strategies, campus initiatives, discipline-specific materials, and social media communities to support informed action and allyship. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Announcing the Curated Teaching Evaluation Change Initiative Repository
Casey Wright, Western Michigan University; Carlos Goller, North Carolina State University; Sharon Homer-Drummond, PhD, Tri-County Technical College; Stephanie Salomone, Portland University; Christine Broussard, University of La Verne
This blog post announces the launch of the Curated Teaching Evaluation Change Initiative Repository, a peer-reviewed, living database of systemic teaching evaluation reforms in STEM higher education, developed by the Aligning Faculty Incentives with Systemic Change Working Group to advance equitable, inclusive, and scalable faculty evaluation practices through shared, rubric-assessed initiatives and national collaboration. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Diversity, Equity, and Inclusion by Design: Getting Started with Universal Design for Learning
Patricia Marsteller, Emory University
A blog post in the DEI in STEMM series that introduces Universal Design for Learning (UDL) as a pedagogical framework for fostering inclusive teaching in higher education, emphasizing its three core principles—multiple means of engagement, representation, and expression—and offering practical strategies, resources, and readings for educators to implement UDL to support diverse learners and advance equity in STEM. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Departmental Change: Engaging in a Change Initiative
Joel Corbo, University of Colorado Boulder; Courtney Ngai, Colorado State University; Gina Quan, San José State University; Sarah Wise, University of Colorado Boulder
A blog post detailing the Departmental Action Team (DAT) Project's approach to systemic change in STEM higher education, covering facilitator roles, team development, change implementation strategies, and outcomes, with resources for educators leading institutional change. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

What is Social Justice in STEMM Higher Education
Patricia Marsteller, Emory University; Carlos Goller, North Carolina State University; Sharon Homer-Drummond, PhD, Tri-County Technical College
This blog post defines social justice in STEMM higher education as ensuring equitable representation, access, and inclusion for all students through diverse faculty, inclusive curricula, and supportive systems, while offering actionable strategies for educators to implement equity and justice in classrooms. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Using project principles to anchor changing departments
Joel Corbo, University of Colorado Boulder Courtney Ngai, Colorado State University Gina Quan, San José State University Sarah Wise, University of Colorado Boulder
A blog post from the Accelerating Systemic Change Network discusses how the Departmental Action Team (DAT) Project uses six research-based Core Principles—such as student partnership, data-informed decisions, and equity commitment—to guide and sustain departmental change in undergraduate STEM education, offering examples of their application and promoting an upcoming webinar on the DAT model. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

A Framework for Assessing Teaching Effectiveness (FATE)
Shawn Simonson, Boise State University
A blog post from the Accelerating Systemic Change Network presents the Framework for Assessing Teaching Effectiveness (FATE), proposing four evidence-based criteria—course design, scholarly teaching, learner-centered practices, and reflective teaching—to standardize and improve faculty teaching evaluation in higher education, supported by rubrics and institutional change strategies. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

From Deficit to Asset Framing: How Shifting Faculty Mindset Framing Can Positively Affect Student Motivation and Belonging
Casey Wright, Western Michigan University; Melissa Haswell, Delta College
This webpage is a scholarly blog post in the ASCN DEI in STEMM series that examines how shifting faculty mindsets from deficit to asset-based framing—using Yosso's Community Cultural Wealth model—can enhance student motivation, belonging, and equity in higher education by recognizing students' aspirational, linguistic, familial, social, navigational, and resistant capital. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.