The Great Resistance: A Discussion Series about Higher Education’s Resistance to Change
Christine Broussard University of La Verne Elizabeth Ambos Consultant Melissa Haswell Delta College Stephanie Salomone Portland University Sharon Homer-Drummond, PhD Tri-County Technical College Christine Broussard, University of La Verne, Elizabeth L. Ambos, Ambos Consulting,Melissa Haswell, Delta College, BioQUEST, Stephanie Salomone, University of Portland, Sharon M. Homer-Drummond,ICF, NSF TIP SEATS
If 2023 was the yearthe Aligning Incentives with Systemic Change working group of ASCN engaged in a series of discussions about resilience, 2024 focused on another important "r" word – resistance ...

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.

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.

Departmental Action Leadership Institutes (DALIs): A scalable model for supporting departmental change efforts
Joel C. Corbo, University of Colorado Boulder and David A. Craig, Oregon State University
How can individual departments gain expertise in leading change locally? The American Physical Society (APS) Effective Practices for Physics Programs (EP3) initiative aims to help physics programs respond to challenges with a collection of knowledge, experience, and proven good practice derived from the physics community and disseminated via the EP3 Guide. As part of this initiative, we are piloting Departmental Action Leadership Institutes (DALIs), which provide intensive support for departments in implementing changes to their undergraduate programs. In this presentation, we will describe the goals and structure of the pilot DALI, present some initial feedback from our participants, and provide opportunities for the audience to reflect on how this model might be useful at their institutions.

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.

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.

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.

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.

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.

Enacting Rightful Presence to Promote Students' Belonging
Ruthmae Sears, University of South Florida; Ken Griffith, Texas Tech University; Alec Cattell, Texas Tech University
A blog post from the Accelerating Systemic Change Network's DEI in STEMM series that explores how enacting "rightful presence" (Calabrese & Tan, 2020) fosters student belonging in STEM education through equitable pedagogy, institutional support, and reflective practice, using a cake metaphor to illustrate interconnected factors. 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.