Below is a list of current and previous ASCN webinars and short courses. For webinars that have already occurred, you can view the webinar recording and download presentation slides by visiting the webinar event page. See the webinar technology page
for more information on connecting to the webinar and interacting with hosts and participants during the event.
Previous webinars: 2023| 2022 | 2021 | 2020 | 2019 | 2018 | 2017
Have an idea for a webinar? Let us know
Thursday, March 16, 2023 at 10-11 am PT | 11am-12pm MT | 12-1 pm CT | 1-2 pm ET
Presenters: Charles Henderson, Western Michigan University; Kadian Callahan, Kennesaw State University; Andrea Beach, Western Michigan University; and Casey Wright, Western Michigan University
The ASCN Hub Members (Charles Henderson, Kadian Callahan, Andrea Beach, and Casey Wright), will welcome new and interested members into the ASCN community. We will begin with a brief network overview presentation and then offer time for new, new(ish), and interested network members to chat in smaller groups with the ASCN Hub about their interests and how the network can support them.
Short courses are combinations of webinars and related ASCN resources on systemic change topics of interest.
The webinars and resources in this short course will help those leading change within departments and institutions think about frameworks for change and collective impact, engagement of people across an institution or within a department.
This series examines the politics of leading change through three types of engagements: 1) a recording of Susan Elrod's presentation on leadership moves, 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.
Friday, December 16, 2022 at 8:00 - 9:15 am PT | 9:00 - 10:15 am MT | 10:00 - 11:15 am CT | 11:00 am - 12:15 pm ET (75 min)
Presenters: Maha Bali, The American University in Cairo
We will be engaging in an interactive guided discussion on how instructors can incorporate equity and care into their teaching. How do you assess the success of this change, and how might this change influence the way that departments evaluate teaching, and the culture around what constitutes a good learning environment?
Tuesday, November 15, 2022 at 9:30 - 10:30 am PT | 10:30 - 11:30 am MT | 11:30 am - 12:30 pm CT | 12:30 - 1:30 pm ET
Presenters: 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.
Tuesday, September 27, 2022 at 10-11 am PT | 11am-12pm MT | 12-1 pm CT | 1-2pm ET
Presenters: Alix Fink; Sheela Vemu, Waubonsee Community College; and Nitya Jacob, Oxford College of Emory University
The PULSE Ambassadors Program is designed to inspire department-level transformation in STEM education through a two-day workshop with department faculty and follow-up support activities. A team of trained facilitators guides the department to build a shared vision for transformed undergraduate education by increasing ownership and collaboration in the visioning process. Rooted in biology-education reform efforts, the program supports departments across STEM disciplines and institution types as they undertake the challenge of providing equitable access to STEM education for all students. Participants in this session will learn about the goals, structure, and outcomes of the PULSE Ambassadors Program.
Tuesday, April 19, 2022 at 11:00 am PT | 12:00 pm MT | 1:00 pm CT | 2:00 pm ET
Presenters: 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
As change leaders, we often come up against challenges we call "politics". In this panel discussion, four leaders in a variety of academic positions across the country will break open the black box of how they approach political issues. This panel discussion is aimed a change leaders of all types in academia.
Friday, April 29, 2022 at 11:00 am PT | 12:00 pm MT | 1:00 pm CT | 2:00 pm ET
Presenters: Madhura Kulkarni, Northern Kentucky University and Gita Bangera, Bellevue Community College
As change leaders, we often come up against challenges we call "politics". This informal discussion follows a panel discussion with change leaders from across the country on April 19. We recommend that participants also take part in that discussion and review the Susan Elrod video on leadership moves below before participating in this informal discussion, but it is not required.
Thursday, May 12, 2022 at 9:00 am PT | 10:00 am MT | 11:00 am CT | 12:00 pm ET
Presenters: Melissa M. Haswell, Associate Dean of Science and Mathematics Division, Delta College; Iris Capdevila, EPFL; Sean Walker, Associate Dean, Natural Sciences and Mathematics, Professor of Biological Science, California State University Fullerton
Inclusive refers to any practice dedicated to improving diversity, equity, inclusion, and/or social justice in higher education. Are you interested in learning more about defining specific inclusive teaching practices and understanding how you can, or are, incorporating these practices into your own classes? Join us for a discussion on Thursday, May 12, 2022. This will be the first in a series.
Thursday, February 24, 2022 at 1:00pm PT | 2:00m MT | 3:00 pm CT | 4:00pm ET
Presenters: 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.
Monday, August 30, 2021 at 1:00pm PT | 2:00m MT | 3:00 pm CT | 4:00pm ET
Presenters: Susan Elrod, University of Wisconsin-Whitewater, ASCN Working Group 3 (Change Leaders), Working Group 5 (Diversity, Equity, Inclusion, & Social Justice), and Working Group 6 (Aligning Incentives with Systemic Change)
Teaching and learning centers and professionals may not be involved in actual evaluation of teaching, but they are often a part of the campus conversation about teaching evaluation. This webinar is geared to professionals in these positions who want to know how they can be an agent of change for more meaningful, inclusive, and effective evaluation of teaching -- beyond traditional student course evaluations -- which has greater potential to enhance teaching excellence at their campus.
Tuesday, May 11, 2021 at 12:00pm PT / 1:00pm MT / 2:00pmCT / 3:00pm ET
Panelists: Dr. Shirley Malcom, Association for the Advancement of Science (AAAS) STEMM Equity Achievement (SEA) Change; Dr. Stanley Lo, Society for the Advancement of Biology Education Research (SABER); Dr. Elizabeth Holcombe, Pullias Center for Higher Education, University of Southern California; and Dr. Tabbye Chavous, National Center for Institutional Diversity (NCID), University of Michigan
ASCN and SEISMIC are co-hosting a panel on "Building Structural Equity: National Networks' Role in Promoting Justice." The purpose of this panel is to provide an opportunity for SEISMIC and ASCN members, particularly those in leadership roles, to learn from other national networks about how organizations themselves can promote justice. Panelists will be discussing, "What is the role of national organizations like ours in promoting equity and justice in higher education?"
Tuesday, April 13, 2021 at 9:00 am PT | 10:00 am MT | 11:00 am CT | 12:00 pm ET
Presenters: Kip Zwolenski, Inclusive Excellence Coordinator, Sagit Valley College, Gretchen Robertson, Dean of Instruction, Sagit Valley College
In many ways, communities of higher education reflect the communities in which they are situated. Equity and racial justice initiatives must take into consideration the wide range of ideology, knowledge, and experience of educators to be successful. Practically, this means offering multiple, contextualized, differentiated opportunities of engagement that meet educators where they are. The presenters will share their journey of utilizing Bensimon's framework of First Generation Equity Practitioners to engage the whole campus community. There will be facilitated discussion on strategies to use on your own campus, as well as how ASCN can support this work.
Tuesday, March 30, 2021 at 9:00 am PT | 10:00 am MT | 11:00 am CT | 12:00 pm ET (Duration - 90 minutes)
Presenters: Joel Corbo, Center for STEM Learning, University of Colorado Boulder, Courtney Ngai, The Institute for Learning and Teaching, Colorado State University, Gina Quan, Department of Physics and Astronomy, San José State University, Sarah Wise, Center for STEM Learning, University of Colorado Boulder
Join us for a conversation about the Departmental Action Team (DAT) Model, which utilizes facilitated teams to promote positive and sustained change in higher education. The presenters have co-facilitated 10+ DATs and are investigating the short and long-term impacts of the DAT model.
In this webinar, they will introduce the DAT model and its guiding principles for change. Participants will leave the webinar with a foundational understanding of the DAT model, how to apply the DAT model to new or ongoing change initiatives, and types of changes DATs can catalyze. Participants will discuss ideas about how the DAT model may work with national-scale change initiatives. Throughout the webinar, the presenters will point participants to resources that have been developed to support change, including their book Facilitating Change in Higher Education: The Departmental Action Team Model and a free toolkit of materials available at dat-project.org.
Thursday, November 5, 2020 at 11:00 am PT | 12:00 pm MT | 1:00 pm CT | 2:00 pm ET
Presenters: Raina Khatri (Florida International University), and Charles Henderson (Western Michigan University)
Propagation is a goal that most developers of educational innovations strive for. However, it is also a goal that eludes many, in part because development teams fail to consider and plan for many factors that affect propagation. This webinar will emphasize iterative evaluation and development of a propagation plan using what has been learned from study of the literature and evaluation of propagation plans from proposals submitted to the National Science Foundation. For more information on our project and supporting resources, see the Increase the Impact website.
Thursday, October 22, 2020 at 9:00 am PT | 10:00 am MT | 11:00 am CT | 12:00 pm ET
Presenters: Bill Davis (Washington State University,) Pam Pape-Lindstrom (Harford Community College), and Gary Reiness (Lewis and Clark University)
The Partnership for Undergraduate Life Sciences Education (PULSE) is an organization dedicated to working with STEM departments to ensure they align their curricula and other activities with research-based practices. A subgroup, the Northwest PULSE Fellows, obtained NSF RCN-UBE funding to design and facilitate workshops for life sciences faculty from a diverse group of colleges and universities in the Pacific Northwest. Over 5 years, approximately 65 (of 140) institutions sent teams of 3-6 faculty and administrators to a workshop intended to empower them as change agents.During the 3-day workshop, each school developed a five-year action plan to revise their curriculum and transform their department in order to better educate all of their students. We framed the workshop around the tenets of systems thinking and provided participants training on the skills they would need to engage their entire department, including colleagues not present at the workshop, so that they might achieve department-wide goals. Prior to the workshops, each individual completed portions of the PULSE rubrics or the Snapshot rubric. Initial conversations within the team helped them to come to consensus on their current status. Conversations about the rubrics also helped them determine areas where their departments had room for improvement. Participants learned how to engage a group in a visioning exercise, and how to translate the results of that exercise into a specific action plan. In addition, because departments are themselves complex systems embedded in even more complex systems in higher education, we focused on providing skills for thinking about systems holistically, rather than tackling issues one at a time, which can cause unanticipated consequences. Participants were encouraged to identify champions and envision solutions with the most leverage within their system, that would enable significant buy-in and change.
We will describe the structure of the workshops, give a brief overview of the systems thinking tools we utilized, and present assessment results that demonstrate that teams who employed systems thinking skills were more likely to have enacted meaningful curricular and pedagogical change.
May 19, 2020 at 11:00 am PT | 12:00 pm MT | 1:00 pm CT | 2:00 pm ET
Presenters: Andrea Greenhoot (University of Kansas), Ann Austin (Michigan State University), Noah Finkelstein (University of Colorado Boulder), and Kerry Brenner (National Academies)
The Roundtable on Systemic Change in Undergraduate STEM Education is a group of the National Academies of Sciences, Engineering, and Medicine that brings together national experts and thought leaders representing the full spectrum of stakeholders in higher education. In September 2019 they held a working meeting on Recognizing and Evaluating Science Teaching in Higher Education in cooperation with ASCN, AAU, and TEval. This working meeting brought together people working to improve teaching evaluation to discuss their experiences and to use the resulting information to coordinate and catalyze further actions that will leverage teaching evaluation to advance the common goal of improving undergraduate STEM learning experiences. This webinar will highlight some of the examples presented at the working meeting, themes noted by participants, and opportunities for further work that will bring these ideas to a wider audience that includes campus leaders. The webinar will provide an opportunity for participants to share ideas on what kinds of resources and events would be helpful to elevating and advancing the discussion of teaching evaluation, in particular how it relates to evidence-based instruction and faculty incentives and rewards.
April 22, 2020 at 1:00 pm PT | 2:00 pm MT | 3:00 pm CT | 4:00 pm ET
Presenters: Bob Hilborn (American Association of Physics Teachers) and David Craig (Oregon State University)
Highly effective department chairs balance their roles as colleague and leader to develop and sustain a clear vision of the change necessary to meet departmental and institutional challenges and achieve programmatic goals. Building on the fundamental lessons learned by the physics community in the work leading to the landmark Strategic Programs for Innovations in Undergraduate Physics (SPIN-UP) and Preparing Physics Students for 21st Century Careers (Phys21) reports, and culminating in the soon-to-be-released Effective Practices for Physics Programs (EP3) Guide, this webinar discusses the "7 Habits of Highly Effective STEM Department Chairs" developed in the bi-annual Physics Department Chairs Workshop and the Physics and Astronomy New Faculty Workshop series run jointly by the American Association for Physics Teachers (AAPT) and the American Physical Society (APS).
February 12, 2020 at 10:00 am PT | 11:00 am MT | 12:00 pm CT | 1:00 pm ET
Presenters: Nick Swayne, Bernie Kaussler, Patrice Ludwig, and Sean McCarthy (James Madison University)
Student interest is migrating towards the large-scale "wicked" problems in our world, such as climate change, income inequality, sustainability, and human trafficking. These wicked problems rarely rely on a single discipline for their solution, however our educational system is locked into the single discipline approach. At James Madison University, we have explored a variety of programs that build transdisciplinary opportunities for our students.
Transdisciplinary teaching and learning are hot topics, but how can you get started and sustain transdisciplinary activities on your campus? Over the past five years, we have created an array of transdisciplinary courses, designed intentionally to help students and faculty experience a world where they can bring their disciplinary knowledge to bear on wicked challenges. Students describe these experiences as the most challenging courses they've taken. By combining concrete examples of innovation capacity, professional curiosity, and exceptional communication skills, these students tend to be hired earlier in the season and earn more than their peers by discipline. Further, they remain engaged upon graduation and actively seek opportunities to build connections between their employers and the institution.
December 4, 2019 at 1:00 pm PT | 2:00 pm MT | 3:00 pm CT | 4:00 pm ET
Presenters: Ann E. Austin (Michigan State University), Noah Finkelstein (University of Colorado Boulder), and Kerry Brenner (The National Academies)
The Roundtable on Systemic Change in Undergraduate STEM Education is a group of the National Academies of Sciences, Engineering, and Medicine that brings together national experts and thought leaders representing the full spectrum of stakeholders in higher education. They coordinate and catalyze actions that advance the common goal of improving undergraduate STEM learning experiences. Linking existing reform efforts in science, technology, engineering, and mathematics (STEM) education allows reformers to learn from each other and leverage each other's work. Using evidence-based approaches and building on successful reform efforts, the roundtable works to expand access, increase equity, and support quality learning experiences for all learners. Their work examines changes in technology, workforce, demographics, and society to determine optimal ways for the system of higher education to respond to the current and future needs of the nation to have a scientifically literate public and a well-prepared STEM workforce. This webinar will highlight forces the Roundtable sees impacting the future of undergraduate STEM education, present information on some of the key themes the Roundtable has identified as central to progress in improving undergraduate STEM education, and invite input from webinar participants on their own related initiatives and their suggestions for future Roundtable work.
October 24, 2019 at 10:00 am PT | 11:00 am MT | 1:00 pm CT | 2:00 pm ET
Presenter: Lucas B. Hill (University of Wisconsin-Madison)
Reform efforts in science, technology, engineering, and mathematics (STEM) education increasingly rely on collaboration from diverse stakeholders to achieve collective change goals. The basic premise is that initiatives can achieve more collectively than through individual siloed reform efforts. Yet, despite recent efforts to frame and even model productive collaboration (e.g., Collective Impact and networked improvement communities), our understanding of how to build collaborative STEM reform initiatives among diverse partners is still rather nascent (though certainly growing). In this webinar, the author will present the Dimensions of Collaborative Dynamics Framework, which identifies the key elements, related to motivation, group norms and processes, support resources, and leadership, that collaborative STEM reform initiatives need to pay attention to in advancing their collective change goals. The framework is the result of a synthesis of three decades of multidisciplinary research and literature regarding complex multi-institutional and multi-sector collaboration and partnerships.
May 30, 2019 at 9:00 am PT | 10:00 am MT | 11:00 am CT | 12:00 pm ET
Presenters: Stephanie Salomone, Heather Dillon, Eric Anctil, Tara Presholdt, and Valerie Peterson (University of Portland)
Evidence that active, student-centered learning in STEM classrooms contributes to desired student outcomes has now accumulated to compelling levels. However, promoting and supporting widespread use of new practices is challenging, even amongst practitioners open to such changes. One contributing factor is the fact that a majority of instructional change efforts focus on only a small portion of the instructional system, while true transformation requires systemic reform. Successful institutional change initiatives have been shown to involve common features: they involve ongoing interventions, align with individuals' beliefs, and work within the existing landscape of institutional values. In this webinar, participants will be introduced to a new theory to support instructional change in undergraduate mathematics that incorporates a new dimension – instructor peer observation – in an existing model for institutional change (the CACAO model), thereby aligning with evidence regarding what supports effective change. An exemplar will be given to illustrate how this theory might be realized in practice.
May 16, 2019 at 10:00 am PT | 11:00 am MT | 12:00 pm CT | 1:00 pm ET
Presenter: Julie Martin (National Science Foundation)
The National Science Foundation's Revolutionizing Engineering Departments (RED) program currently funds 19 projects that are designing revolutionary new approaches to engineering and computer science education, ranging from changing the canon of engineering to fundamentally altering the way courses are structured to creating new departmental structures and educational collaborations with industry. A common thread across these projects is a focus on organizational and cultural change within the departments, involving students, faculty, staff, and industry in rethinking what it means to provide an engineering program. Beginning with the FY19 solicitation, too catalyze revolutionary approaches, while expanding the reach of those that have proved efficacious in particular contexts, the RED program will support two tracks: RED Innovation and RED Adaptation and Implementation (RED-A&I). RED Innovation projects will develop new, revolutionary approaches and change strategies that enable the transformation of undergraduate engineering education. RED Adaptation and Implementation projects will adapt and implement evidence-based organizational change strategies and actions to the local context, which helps propagate this transformation of undergraduate engineering education. Projects in both tracks will include consideration of the cultural, organizational, structural, and pedagogical changes needed to transform the department to one in which students are engaged, develop their technical and professional skills, and establish identities as professional engineers. The focus of projects in both tracks is on the department's disciplinary courses and program. During this webinar, program director Dr. Julie Martin will introduce the RED program and its projects and reflect on the impact RED is having on engineering and computer science education.
February 28, 2019 at 10:00 am PT | 11:00 am MT | 12:00 pm CT | 1:00 pm ET
Presenters: Warren Code (University of British Columbia) and Stephanie Chasteen (University of Colorado Boulder)
Join authors Stephanie Chasteen and Warren Code as they discuss the messages from their new (free, open-source) Science Education Initiative Handbook on how to effectively use discipline-based education specialists to facilitate change within departments. We will discuss who makes a good educational expert, what their role can be within a department, how to train and support them, and engaging faculty and departments in change.
November 7, 2018 at 9:00 am PT | 10:00 am MT | 11:00 am CT | 12:00 pm ET
Presenter: Kimberly Tanner (San Francisco State University)
Many efforts to improve teaching in higher education focus on a few faculty members at an institution at a time, with limited published evidence on attempts to engage faculty across entire departments. In this webinar, we give an example of a program which achieved the widespread faculty engagement that is often lacking. We created a long-term, department-wide collaborative professional development program, Biology Faculty Explorations in Scientific Teaching (Biology FEST). Over three years of Biology FEST, 89% of the department's faculty completed a weeklong Scientific Teaching Institute, and 83% of eligible instructors participated in additional semester-long follow-up programs. We will share a variety of evidence showing that a majority of Biology FEST alumni adding active learning to their courses (including self-report, survey, and decibal analysis), that this engagement was sustained, as was a sense of belonging in the department. We will share insights from our change story for other campuses wanting to spark widespread change in teaching practices – including ways to move away from a "deficit" model of faculty learning, towards positive support of instructor professional identity.
October 29, 2018 at 11:00 am PT | 12:00 pm MT | 1:00 pm CT | 2:00 pm ET
Presenters: Susan Elrod (University of Wisconsin - Whitewater), Judith Ramalay (Portland State University)
Colleges and universities are increasingly under pressure to reach improved student success outcomes (e.g., improve student learning, increase retention and graduation rates, close equity gaps, shorten time to graduation) more quickly and at lower cost to the state and to their students. Programs in STEM education are frequently at the center of these efforts for a variety of reasons (workforce development, challenging gateway courses, direct connection to problem-solving, complexity of advanced skill development, tech-driven society, etc.). Responding to this pressure to achieve improved outcomes requires new ways of working together, knowledge sharing and collaboration. Solutions at the individual departmental level are no longer adequate; cross departmental and divisional collaborations will be necessary. Strategic and evidence-based approaches are also required to maximize impact and ensure success. While project leaders may have ideas of their own, they must learn to embrace concepts of shared leadership. In other words, they must move from "me" (my ideas) to "we" (our ideas). Leaders of all types must learn how to cultivate teams of people who share an interest in the issue, can use evidence to identify the problem, explore creative solutions, take risks (and possibly fail!) together, and develop new patterns of engagement and complementary experiences to develop a collective agenda for action. This approach builds ownership among the faculty and staff who are instrumental in implementing and sustaining the desired changes over time. It also enhances engagement of administrators who are also central to providing resources and support for the desired changes. Participants in this session will learn more about the benefits of shared leadership and how to develop the conditions required to build the capacity for shared leadership and success.
September 26, 2018 at 9:00 am PT | 10:00 am MT | 11:00 am CT | 12:00 pm ET
Presenters: Julia M. Williams, Eva Andrijcic, and Sriram Mohan (Rose Hulman Institute of Technology)
Emerging STEM educators -- including graduate students close to completion of their doctoral work, and assistant professors who are just entering their fields -- are often asked to design and implement academic change in the form of new curricula, programs, and pedagogies. Research suggests that their graduate education does not prepare them well to fully comprehend the academic environments and resulting cultures, value systems and constraints. As a result they might not feel empowered or capable of implementing academic change. Furthermore, successful change agents must possess skills (like strategic thinking, obtaining buy-in, and creating partnerships) that are not a part of conventional faculty experiences. Preparation to be a change leader starts with the adoption of successful research-based change strategies, and this adoption can help encourage development of future academic change leaders. Only by developing nascent change leaders can we hope to sustain the growing community of practice in academic change in engineering education.
This webinar will focus on helping individuals begin their development as change leaders. The emphasis will be on practical, hands-on tools that are based in the research literature on change. The presenters are change leaders at different stages of their own development, so there will be multiple perspectives on the theme of change leadership. As part of the webinar, we will be promoting the Emerging Engineering Educators (E3) Making Academic Change Happen Workshop (MACH) that is being funded by NSF and will be occur on January 19 and 20 on the campus of Rose-Hulman Institute of Technology. E3 MACH will provide nascent change leaders with the opportunity to develop their change leadership skills in a supportive, dynamic environment with facilitation provided by members of the experience MACH leadership team.
May 16th, 2018 at 9:30 am PT |10:30 am MT | 11:30 am CT | 12:30 pm ET
Presenter: Julia M. Williams, Rose-Hulman Institute of Technology
Change has been targeted at the course and curriculum levels, focusing on teaching and learning methods and proving their efficacy. These beneficial activities have not, however, fostered the necessary knowledge, skills, and abilities (KSAs) in motivation, communication, collaboration, and persuasion that are the foundation for change on larger, more institutional levels. These change strategies are well documented in the literature of other disciplines, such as organizational psychology and behavior, but have not been brought into the conversation within STEM education in a rigorous, accessible way. This presentation poses a central question: Can we overcome limits that prevent the diffusion of new ideas, can we overcome barriers to the adoption of effective practices, by focusing on the change agents themselves in terms of their skills and change expertise? The focus of this webinar is on the change maker's toolkit, the set of KSAs that can help change agents meet and conquer their change project challenges.
March 28th, 2018 at 9:30 am PT |10:30 am MT | 11:30 am CT | 12:30 pm ET
Presenter: Elizabeth Holcombe, Pullias Center for Higher Education, University of Southern California
This webinar discusses the findings from a 3-year study of the California State University (CSU) STEM Collaboratives project, funded by the Helmsley Charitable Trust. The project selected 8 CSU campuses to rethink the ways in which they support first-generation, low-income, and underrepresented minority students in STEM as they transition to college and experience their first year. Each participating campus implemented three integrated high-impact practices (HIPs) through collaboration among faculty and student affairs. The three HIPs included a summer experience, a first-year seminar or first-year experience, and redesigned introductory STEM courses. The goal of these programs was to create a seamless, connected, and integrated experience for students, with curricular and co-curricular support as well as socioemotional support. This project is an example of a systemic approach to STEM student support, targeting both academic and student affairs and working across multiple levels of both individual organizations and university systems to effect change. The major takeaways from this project have important implications for practitioners who are interested in experimenting with this new way of organizing transitions to college for underrepresented students in STEM. Lessons learned that we will cover in the webinar include:
- Knowledge necessary to support underrepresented students in STEM
- Value of the project for students and broader campus communities
- Facilitators and challenges to collaboration and implementation
February 21st, 2018 at 9:30am PT |10:30 am MT | 11:30 am CT | 12:30 pm ET
Presenters: Marilyn Amey, Michigan State University; Sarah Rodriguez, Iowa State University; and Lucas Hill, University of Wisconsin - Madison
Successful STEM projects, especially those aiming to influence cultural and structural changes, involve working across organizational levels (e.g., disciplines, departments, colleges, institutions). Funders and administrative directives encourage collaborative efforts but typically focus more on reform mission of the collaborative rather than the functional developmental components. Experience clearly shows there is more to creating and sustaining effective educational partnerships. First, using a partnership development model, this session will help participants identify challenges to partnership development and strategies to address them. Then, lessons learned will be shared from experiences connecting with colleagues across campus and suggestions offered on how to utilize a wide-range of team expertise in campus partnerships/teams. Participants interactively will explore practical steps that can help overcome challenges working in interdisciplinary teams. Next, this session will offer a look at research findings and insights from two multi-institutional collaborations, the Center for the Integration of Research, Teaching, and Learning (CIRTL), a network of 41 universities focused on preparing future faculty, and CIRTL's NSF INCLUDES launch pilot. Participants will learn what are the key activities and characteristics of individuals who can successfully span the boundary between their organization and a larger partnership collective in service to local and national reform goals.
January 17th, 2018 at 9:30am PT |10:30 am MT | 11:30 am CT | 12:30 pm ET
Presenter: Cassandra Volpe Horii, Founding Director, Center for Teaching, Learning, and Outreach at the California Institute of Technology; President-Elect of the POD Network in Higher Education
With decades of growing evidence on effective teaching practices in STEM disciplines, much of it field-specific thanks to the Discipline Based Education Research (DBER) communities, information about what to do to improve STEM education is readily available. Yet, national adoption of evidence-based teaching practices in STEM fields lags behind, with abundant examples of short-lived individual efforts and institutional reforms that don't "stick." Something else is going on. One factor at play may be the deeper tensions between new approaches to teaching and faculty members' concepts about identity and the nature of their work in higher education. This webinar will explore key ideas from the literature on faculty work/life, identity, and adoption in an approachable way. Participants will interactively explore tools for identifying and resolving tensions, guiding faculty toward sustainable adoption of evidence-based teaching practices, and engaging or changing institutional structures to address these tensions.
October 27th, 2017 at 9:30 am PT | 10:30 am MT | 11:30 am CT | 12:30 pm ET
Presenter: Judith Ramaley, Portland State University
This webinar focuses on the challenges of leading a transformational change effort that has the potential to address the underlying institutional and faculty assumptions and behaviors that affect student interest, progress and success in the study of STEM fields. Participants will explore several key questions that anyone undertaking and leading a significant change effort should consider as they design, launch and seek to expand an effort to improve interest and the outcomes of STEM education. Topics will address each phase of a typical cycle of change including reading the institutional environment and making the case for change, creating a theory of action to support the design of a change effort, selecting a suitable approach to an identified problem, identifying resources to support the effort, launching the effort, tracking the progress and impact of the change effort and reviewing the outcomes and drawing lessons from the experience that can lead to the creation of a supportive environment for further change efforts.