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.

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.

The Politics of Leading Change Panel Discussion
Ande Durojaiye, Miami University Regionals, College of Liberal Arts and Applied Science David Craig, Leadership Team of Effective Practices for Physics Programs & Associate Professor of Physics, Oregon State University Susan Singer, Provost & Professor of Biology, Rollins College Gabriela Weaver, Assistant Dean for Student Success Analytics & Professor of Chemistry, Univ. of Massachusetts –Amherst
As change leaders, we often come up against challenges we call "politics". This series examines the politics of leading change through three types of engagements: 1) a recording of Susan Elrod's (Chancellor, Indiana University-South Bend) presentation on leadership moves, which starts to de-mystify actions change leaders take that sometimes fall under the "politics" umbrella [17:27- 43:54], 2) a panel discussion with change leaders working in different contexts, and 3) an informal discussion with WG 3 leaders about the ideas discussed in the recording and panel discussion. The panelists are Ande Durojaiye (Miami University Regionals, College of Liberal Arts and Applied Science), David Craig (Leadership Team of Effective Practices for Physics Programs & Associate Professor of Physics, Oregon State University), Susan Singer (Provost & Professor of Biology, Rollins College), and Gabriela Weaver (Assistant Dean for Student Success Analytics & Professor of Chemistry, Univ. of Massachusetts –Amherst). You may choose to participate in all three engagements or any combination thereof.

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.

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.

Understanding how instructional change works
Stephanie Chasteen, University of Colorado at Boulder
Blog post analyzing instructional change in STEM higher education, discussing faculty adoption of teaching practices through a critical review of Rogers' Diffusion of Innovations model and advocating for a cyclical, reflective approach informed by Andrews and Lemons' research on personal evidence in teaching decisions. 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.

Inclusive Approaches to Reviewing Scholarship: A New Guide
Naneh Apkarian, Arizona State University at the Tempe Campus; Kathy Quardokus Fisher, University of Notre Dame; Brian Burt, University of Wisconsin-Madison
This blog post from the Accelerating Systemic Change Network (ASCN) introduces a guide promoting inclusive and transparent practices in reviewing scholarly literature, particularly within STEM higher education, by addressing representation, inclusion boundaries, and systemic biases in knowledge organization. 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 PULSE Diversity, Equity, and Inclusion Rubric: A Resource for Departmental Self-Assessment
Kate Marley, Doane College; and Pamela Pape-Lindstrom; Harford Community College
The Partnership for Undergraduate Life Sciences Education (PULSE) is a community of life sciences leaders committed to educational practices that best prepare undergraduate students to tackle 21st-century challenges. Recent events of violence, injustice, systemic racism, and the national movement to rethink how colleges and universities could address such inequities, has motivated PULSE to create the Diversity, Equity, and Inclusion (DEI) Rubric to complement the original five rubrics (Brancaccio-Taras et al. 2016). The DEI Rubric was created for STEM departments' self-assessment of DEI efforts via: review of their practices and pedagogies; initiation of dialogue about departmental and institutional equity gaps; and determination of a departmental consensus score for each rubric criterion. The DEI rubric is also applicable to non-STEM departments. In this session, presenters will describe the use of the DEI Rubric and participants will engage with the rubric and discuss how to enhance DEI work in their department.

Learning from Evaluation of Effective Teaching Event: Change Leaders Perspectives
Madhura Kulkarni, Northern Kentucky University; Rachel Renbarger, Western Michigan University
Blog post from the Accelerating Systemic Change Network discussing leadership strategies for transforming teaching evaluation through equity and inclusion, featuring insights from Dr. Susan Elrod on institutional change models and actionable leadership moves for systemic reform in higher education. 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.