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 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.

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.

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.

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: Starting an Initiative
Joel Corbo, University of Colorado Boulder; Courtney Ngai, Colorado State University; Gina Quan, San José State University; Sarah Wise, University of Colorado Boulder
This blog post, part of a four-part series on the Departmental Action Team (DAT) model, outlines the foundational steps for initiating systemic change in undergraduate STEM education by forming a DAT, detailing stakeholder readiness, facilitator capacity, and team assembly strategies to support equitable, department-wide curricular and cultural reforms. 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.

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 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.

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.