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 ...

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.

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.

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.

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.

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.

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.

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.

What is Social Justice in STEMM Higher Education
Patricia Marsteller, Emory University; Carlos Goller, North Carolina State University; Sharon Homer-Drummond, PhD, Tri-County Technical College
This blog post defines social justice in STEMM higher education as ensuring equitable representation, access, and inclusion for all students through diverse faculty, inclusive curricula, and supportive systems, while offering actionable strategies for educators to implement equity and justice in classrooms. 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.