From Deficit to Asset Framing: How Shifting Faculty Mindset Framing Can Positively Affect Student Motivation and Belonging
Melissa Haswell, Delta College; Casey Wright, Western Michigan University
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: 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.

ASCN Community Welcome Call
Charles Henderson, Western Michigan University; Kadian Callahan, Kennesaw State University; Andrea Beach, Western Michigan University; and Casey Wright, Western Michigan University
The ASCN Hub Members (Charles Henderson, Kadian Callahan, Andrea Beach, and Casey Wright), will welcome new and interested members into the ASCN community. We will begin with a brief network overview presentation and then offer time for new, new(ish), and interested network members to chat in smaller groups with the ASCN Hub about their interests and how the network can support them.

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.

Defining Inclusive Teaching Practices
A webinar event page from the Accelerating Systemic Change Network discussing inclusive teaching practices in STEM higher education, featuring presenter bios, session goals on diversity, equity, and inclusion, a pre-event assignment, and downloadable resources like the Inclusive Pedagogy Framework. 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
Alec Cattell, Texas Tech University; Ken Griffith, Texas Tech University; Ruthmae Sears, University of South Florida
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.

Intentionality, Accountability, and Growth: Insights and future directions from DEIJR symposia facilitated at national meetings of the American Chemical Society
Stephanie Feola, University of Arkansas at Little Rock; Guizella Rocabado, Southern Utah University
A blog post analyzing the evolution of DEIJR (Diversity, Equity, Inclusion, Justice, and Respect) symposia at American Chemical Society national meetings, highlighting shifts toward intentionality, accountability, asset-based language, intersectionality, and centering marginalized voices in chemistry education research and practice. 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.

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.