The Great Resilience: Notes on a Discussion Series to Cultivate Resilience for STEM
Holly Kelchner, Carleton College; Christine Broussard, University of La Verne; Casey Wright, Western Michigan University
Higher education was hit hard by the COVID-19 pandemic, and as a result, many faculty, administrators, and staff quit their jobs. This Great Resignation produced upheaval at many institutions across the nation. ...

Including Diverse Scientists for an Inclusive Class
Patricia Marsteller, Emory University
A blog post from the Accelerating Systemic Change Network's DEI in STEMM series advocating for inclusive science education by integrating diverse scientists into curricula through initiatives like Scientist Spotlights, BioGraphI, and Project Biodiversify, with actionable strategies, resources, and research evidence supporting identity development and belonging 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.

Creating space for critical conversations in chemistry: Lessons Learned from organizing DEIJR Symposia at national meetings of the American Chemical Society
Guizella Rocabado, Southern Utah University; Stephanie Feola, University of Arkansas at Little Rock
This blog post, part of the DEI in STEMM Blog Series, details the experiences and lessons learned by Guizella Rocabado and Stephanie Feola in organizing DEIJR (Diversity, Equity, Inclusion, Justice, and Respect) symposia at American Chemical Society national meetings since 2019, emphasizing the intentional creation of space for critical conversations, inclusive formats like panel discussions, evolving session topics, and the importance of respectful dialogue to advance systemic change in chemistry education. 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 at Raleigh; 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.

Creating new knowledge about change by combining research-based knowledge with the wisdom of practice
Kadian Callahan, Kennesaw State University; Charles Henderson, Western Michigan University
This blog post from the Accelerating Systemic Change Network (ASCN) explains how the SECI model (socialization, externalization, combination, internalization) is used to generate new knowledge by integrating research-based insights with practical expertise in STEM higher education reform, emphasizing collaboration between change researchers and change agents. 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.

Flying with Sankofa: Moving forward by learning from the past
Alec Cattell, Texas Tech University; Laura Frost, Florida Gulf Coast University; Ruthmae Sears, University of South Florida
This blog post from the Accelerating Systemic Change Network's DEI in STEMM series advocates for integrating the Sankofa principle—learning from historical and cultural legacies—to advance justice, equity, diversity, and inclusion in STEMM fields, featuring frameworks like the Four-Square Typology of Change and T.R.U.T.H. for systemic 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.

What is Social Justice in STEMM Higher Education
Patricia Marsteller, Emory University; Carlos Goller, North Carolina State University at Raleigh; 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.

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.