Open Education as a lever for social justice and equity - Exploring the many on ramps of Open STEM education
Kaitlin Bonner, Saint John Fisher College; Carlos Goller, North Carolina State University; Melanie Lenahan, Raritan Valley Community College
This blog post explores how the Open Education Ecosystem—encompassing OER, open pedagogy, open science, and open data—serves as a multifaceted lever for advancing social justice and equity in STEM education by reducing financial barriers, fostering learner agency, enabling student co-creation of knowledge through renewable assignments, and promoting inclusive, transparent, and culturally responsive teaching practices. 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.

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 ...

Learning from Change Leaders: Reflections from the 2023 Transforming Institutions Conference
Casey Wright, Western Michigan University; Madhura Kulkarni, Northern Kentucky University
A blog post summarizing insights from the 2023 Transforming Institutions Conference, detailing systemic challenges faced by change leaders in STEM higher education, resources for building leadership capacity, and the role of the Change Leaders working group in fostering a community of practice through workshops, webinars, and collaborative forums. 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.

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.

Social Justice in Undergraduate STEMM Education 2040: An Optimist's Perspective
Patricia Marsteller, Emory University; Carlos Goller, North Carolina State University; Sharon Homer-Drummond, PhD, Tri-County Technical College
A blog post from the Accelerating Systemic Change Network's DEI in STEMM series envisioning an equitable future for undergraduate STEMM education by 2040, emphasizing systemic reforms, open pedagogy, inclusive curricula, and justice-centered teaching practices. 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
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. ...

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.