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.

Announcing the Curated Teaching Evaluation Change Initiative Repository
Casey Wright, Western Michigan University; Carlos Goller, North Carolina State University; 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.

Departmental Change: Sustaining Impacts
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 the Accelerating Systemic Change Network (ASCN) in STEM higher education, examines how Departmental Action Teams (DATs) sustain long-term impacts through structural changes, internal facilitation transitions, and skill transfer, highlighting case studies and strategies for enduring departmental reform in undergraduate programs. 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.

Co-Creating Systemic Change of Instructor Practices for Better Student Wellbeing and Academic Outcomes
Allison Smith, New York University Jennifer Maltby, Rochester Institute of Technology
Join this session with the Action Network for Equitable Wellbeing for an interactive discussion that will briefly highlight key insights and explore synergies and potential collaboration between ANEW and ASCN.

Funding Educational Change Projects: A Panel Discussion at the 2019 Transforming Institutions Conference
Kate White, Temple University
A blog post from the Accelerating Systemic Change Network details a 2019 panel discussion on funding educational change in STEM, featuring representatives from HHMI and NSF who discuss grant initiatives, the importance of theories of change, institutional support strategies, and practical advice for applicants, emphasizing inclusive excellence and cross-institutional 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.

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.

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.

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.

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.