Transforming Classroom Practices Through Data-Driven Communities of Practice: The Ascend Initiative

This presentation showcases how grassroots, faculty-led initiatives can drive equity-focused transformation in undergraduate education, drawing on well-established theories of change in STEM reform (Henderson, Beach, & Finkelstein, 2011; Kezar & Eckel, 2002; Reinholz & Andrews, 2024). The SCIENCE Collaborative Ascend project positions faculty as central agents of change, equipping them with socio-psychological interventions (Canning et al., 2019; Murphy et al., 2022) and iterative reflection cycles to enhance student belonging, identity safety, and institutional growth mindset. By leveraging Communities of Practice (CoPs) as incubators for collective problem-solving (both inter and intra institutional communities), Ascend fosters what Kezar and Eckel (2002) describe as a culture of shared responsibility—one in which smaller working groups can meaningfully influence institutional structures and norms. At the heart of Ascend's approach lies a data-informed cycle of change (Reinholz & Andrews, 2024). Faculty gather disaggregated student experience data to diagnose equity gaps related to belonging certainty, trust, and overall inclusion, then collaborate within CoPs to design and refine targeted interventions. This iterative process aligns with Henderson, Beach, and Finkelstein's (2011) emphasis on adapting evidence-based practices to local contexts for maximal impact. By centering faculty as the "early adopters" of new pedagogical strategies, the initiative unlocks powerful grassroots momentum that complements broader institutional equity efforts, including the Student Experience Project (SEP). Preliminary findings indicate that this dual focus on faculty agency and data-driven inquiry significantly enhances classroom inclusivity and strengthens institutional capacity for sustained equity work. The Ascend model thus underscores how small-group innovations, cultivated through peer reflection and real-time feedback, can scale across departments and campuses without relying solely on top-down mandates. Attendees will leave with concrete strategies for launching and sustaining CoPs, analyzing student data, and embedding continual improvement cycles into their own institutions—ultimately supporting historically underserved students and promoting a more equitable learning environment.