Accelerating Systemic Change Network Inaugural Workshop July 6-8, 2016 Howard Hughes Medical Institute (HHMI)

Agenda Welcome from Susan Musante Introduction to ASCN (why, what, who, how) Goals for this inaugural meeting Overview of working group topics Get to know your working group

ASCN – Why? Rationale There are a lot of good people doing a lot of good things to improve higher education. Lack of coordination limits the ability to learn and improve. Official Language: “There is a need to accelerate development of research- based knowledge about how to scale and sustain changes in STEM higher education. The research-based knowledge that does exist is scattered throughout many unconnected research communities, such as the various STEM disciplines, education, faculty development, management, and sociology. Many of the same change initiatives and related research questions are being pursued in different disciplines. Yet, the lack of a venue for sharing and improving this work severely limits the development of knowledge.”

ASCN – What? Vision ASCN will be the professional home for change researchers and change agents working in higher education. Official Language: “The Accelerating Systemic Change Network (ASCN) will serve as an open, interdisciplinary, professional network and intellectual home for individuals and groups in a broad range of disciplines who are engaged in creating and/or studying change in STEM higher education in the full range of institutional settings. ASCN will help capture what is known and soon to be discovered about leading and evaluating change efforts in undergraduate and graduate STEM education, which will help maximize the individual and collective efforts of network members.”

ASCN – What? Overarching Principles  Systems thinking. Higher education is a complex system. Creating successful change requires an understanding of and strategic work at multiple parts of the entire system Breadth of perspective. Complex problems can only be solved through collaborative work of stakeholders with a broad diversity of backgrounds, experiences, and disciplinary perspectives. Serving all students. National-level strategies to improve undergraduate STEM education need to purposefully include all types of institutions that serve all types of students.

ASCN – How?

ASCN – Who? Steering Committee – PrincipAL Investigators Charles Henderson, Western Michigan University Andrea Beach, Western Michigan University Maura Borrego, University of Texas, Austin Susan Elrod, University of Wisconsin, Whitewater Linda Slakey, Association of American Universities, and Association of American Colleges and Universities Steering Committee – Other Members Cathryn Manduca, Science Education Research Center, Carleton College Marilyn Amey, Michigan State University Emily Miller, Undergraduate STEM Initiative, Association of American Universities David Bressoud, Macalester College Mark Connolly, Wisconsin Center for Education Research Karen Paulson, Penn State University Scott Simkins, Academy for Teaching and Learning, North Carolina A&T Anthony DePass, Long Island University Karl Smith, University of Minnesota Noah Finkelstein, University of Colorado Boulder Gabriela Weaver, University of Massachusetts Amherst Adrianna Kezar, University of Southern California Lorne Whitehead, University of British Columbia Kelly Mack, Project Kaleidoscope, Association of American Colleges and Universities Julia Williams, Rose-Hulman Institute of Technology

ASCN – Who? If you are having difficulties logging onto SERC site, see Rory tonight. Stephanie Chasteen University of Colorado at Boulder Rory McFadden Science Education Resource Center (SERC)

ASCN – Who? http://serc.carleton.edu/ASCN/workshop_july2016/participants.html

Project Manager Position / Post Doc Position Full time, based at Western Michigan University Assist/support working groups Manage all aspects of the project

This Inaugural Meeting Primary Goal To build a strong foundation that will support the network as it grows and attract others to join. Source: gettyimages.com

Four Working Groups Mission Statement that describes why the topic is important and establishes the conceptual range of the group Knowledge Claims and established Ideas that the group can build on Key Questions for the group to focus on Potential Outcomes or products Action Plan for moving forward

This Inaugural Meeting Tonight Introduction to working group topics Get to know your working group (drinks available starting at 8:30)

This Inaugural Meeting Tomorrow Introduction to the SERC web platform – where ASCN work will be done Working groups work 11am – Each Group makes 5 min presentation Within Groups: Provide feedback, Do you want to be in a different group? Across Groups: Is there too much overlap? What is missing? Large Group (4-5pm) – building and supporting network momentum Dinner Drinks available

This Inaugural Meeting Friday Working groups work 10am – Poster Session Topic TBD: What feedback does your group need from the larger group? Lunch

Four Working Groups Working Group 1: What theories and models should be used to guide change efforts? led by Mark Connolly and Susan Shadle Working Group 2: What are the costs and benefits of change? led by Scott Simkins and Lorne Whitehead Working Group 3: Who leads change and how? led by Robert Hilborn and Julia Williams Working Group 4: How can measurement and communication be used to promote change? led by David Bressoud and Archie Holmes

Working Group 1: What theories and models should be used to guide change efforts? Are we making good use of what is known from management and organizational change? Are practitioners explicit about their change model? What models are most promising for higher education? Where are the gaps? Are we thinking about all types of institutions?

Working Group 2: What are the costs and benefits of change? There is a literature on the business of higher education but it tends not to address the issues that impact how teaching is done. The costs of working to improve student success tend to be known but not the benefits For the department For the college For the whole institution How do the faculty experience the work of teaching after they know new methods?

Working Group 3: Who leads change and how? What is already known here is a mixed bag. There is a huge literature on effective leadership, much of it at the popular level, but Few department heads get any formal training. Deans and Provosts learn by coming up the ranks. Our own tradition, via PKAL, has an interesting history of preparing people to lead from below. So, what kind of training would be useful? What are the career paths for those who want to lead? How can we use systems thinking, group dynamics, and succession planning more effectively?

Working Group 4: How can measurement and communication be used to promote change? There are mountains of data about higher education – how much of it serves the purpose of aligning teaching with what we know about how people learn? Tools are changing fast – how can we take advantage of this? How do we balance concerns about privacy and proprietary information with growing our understanding of what works? What measures best serve each institutional context?

Working Group Locations [D115] Working Group 1: What theories and models should be used to guide change efforts? led by Mark Connolly and Susan Shadle [D124] Working Group 2: What are the costs and benefits of change? led by Scott Simkins and Lorne Whitehead [D125] Working Group 3: Who leads change and how? led by Robert Hilborn and Julia Williams [Auditorium] Working Group 4: How can measurement and communication be used to promote change? led by David Bressoud and Archie Holmes

Working Group Locations http://serc.carleton.edu/ASCN/workspace_July2016-wkshp/assignments/index.html Working Group Locations [D115] Working Group 1 [D124] Working Group 2 [D125] Working Group 3 [Auditorium] Working Group 4