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.

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. ...

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.

Creating new knowledge about change by combining research-based knowledge with the wisdom of practice
Kadian Callahan, Kennesaw State University; Charles Henderson, North Carolina State University at Raleigh
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.

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.

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.

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.

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.

Start somewhere: Resources on equity and inclusion for STEM and higher education
Kate White Temple University Naneh Apkarian Arizona State University Campus Immersion 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.

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.