The Impact of Multi-Institutional STEM Reform Networks on Member Institutions: A Case Study of CIRTL

Hill, Lucas B.; Savoy, Julia N.; Austin, Ann E.; Bantawa, Bipana

doi:10.1007/s10755-019-9461-7

Cited by 11 publications

(7 citation statements)

References 24 publications

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“…Having a clearer idea of how engineering education reform teams conceptualize D&I is essential for understanding how they approach their work. This study adds to the growing body of literature that examines STEM reform efforts from a multi-institutional perspective by examining individuals’ sensemaking processes about D&I (Burt et al, 2020; Cech, 2014; Ferrare, 2019; Hill et al, 2019; Kezar & Holcombe, 2019; Lee, 2015; Siddiqui, 2015). Findings suggest that while the three teams in this study drew upon their personal experiences to make sense of D&I, institutional contexts were also highly influential in shaping their conceptualizations.…”

Section: Discussionmentioning

confidence: 99%

Making sense of diversity and inclusion in engineering.

Lezotte¹

2023

Journal of Diversity in Higher Education

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The normative culture of engineering has been described as privileging certain forms of knowledge, being hyperfocused on technical content, cultivating a chilly climate for individuals with excluded identities, embracing deficit model thinking, and promoting competition over collaboration. These factors perpetuate an engineering "ideal" that has excluded diversity of race, ethnicity, gender, abilities, backgrounds, and worldviews. In response, engineering units across the United States have focused on broadening participation and making the engineering culture more inclusive. However, little is known about how diversity and inclusion (D&I) is conceptualized by those that lead such reform efforts. This phenomenological study examined how three teams funded by National Science Foundation conceptualize D&I. Interviews with eleven participants were analyzed through a critical sensemaking framework, which considers institutional context and norms along with individuals' personal experiences. Understanding these conceptualizations is critical, as it provides insight into how and why teams might approach engineering D&I work. As findings show, normative conceptualizations of D&I are sometimes perpetuated even by teams tasked with transformative change, suggesting that there is much work to be done.

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Section: Discussionmentioning

confidence: 99%

Making sense of diversity and inclusion in engineering.

Lezotte¹

2023

Journal of Diversity in Higher Education

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“…Unlike primary and secondary teachers, college educators do not necessarily receive training or pre-service practice in teaching. Now, through campus-based centers for teaching and learning, STEM education centers, disciplinary programs, and national programs in the US, more pre-and early-career college teachers are being trained for and practicing teaching together (Border 2011;NSEC 2020;Baker et al 2014;Hill et al 2019). Outside of the US, organized centers and educational development programs have also been increasing (Wright 2019) and having an increasing impact on teaching (Gibbs and Coffey 2004;Gibbs 2013).…”

Section: Educators Encountering Their Classroomsmentioning

confidence: 99%

What Teaching Looks Like: Higher Education through Photographs

Horii¹,

Springborg²

2022

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What Teaching Looks Like delves into higher education—the challenges faced by students, faculty, staff, and administrators alike from all variety of institution types and across campus sectors—in a way that has not been done before. By weaving together a unique collection of documentary photographs of modern teaching and learning at US colleges and universities with research-based discussion of the state of engaged learning, the book teaches readers to think through and with photographs in new ways, offering insights and perspectives with the potential to change teaching, administrative, and support practices for the better. The project not only reflects the state of how US institutions educate the next generation of thinkers and innovators, it informs what we could aspire to do as educators and reveals experiences and perspectives of today’s students in ways that are only accessible through photographs. The ultimate intent of this book is to make both faculty and administrative work visible, both to audiences internal to our colleges and universities as well as to external stakeholders and decision makers of today and tomorrow, and in doing so, understand and value this work more effectively. It is vital for those whose work is concentrated within one area to see, understand, and empathize with their colleagues from other campus sectors. It also remains necessary for those outside of higher education to visualize and understand the work that faculty, administrators, and students are engaged in day-to-day. Some decision makers continue to hold on to antiquated images and stereotypes of those who work in the education system. The images and discussion in the book challenge these outdated stereotypes.

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“…Learning networks offer the academic community a way to address the critical challenge of broadening the impact of the research enterprise to meet societal needs and the increasingly complex requirements of funding agencies. Effectively used to improve higher education STEM instructional practices (Hill et al 2019;Beach et al 2016;Kezar 2014;Kezar and Gehrke 2015), networked approaches to transformation vary in structure and design but share a common purpose to work across institutional contexts, bringing together diverse capacities and points of view to enable learning and stimulate transformation of practice and norms in higher education.…”

Section: Introductionmentioning

confidence: 99%

Boundaries Crossed and Boundaries Made: The Productive Tension Between Learning and Influence in Transformative Networks

Risien

Goldstein

2021

Minerva

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We present an in-depth case study of a learning network that aims to transform infrastructure and practice across the research enterprise to advance societal impacts. The theory of social morphogenesis guides our processual qualitative analysis of the network. We describe how different types of boundary work, both building and navigating across boundaries, operate in tension while contributing to transformative capacity. We conclude that learning networks can play a robust role in fostering transformation by drawing together and holding together forces which expand knowledge and authority over time iteratively and recursively. In addition to this theoretical contribution, we provide practical guidance for how network leaders can dynamically manage boundaries, shifting emphasis between strength and fluidity to support transformative change across sites and scales.

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The Impact of Multi-Institutional STEM Reform Networks on Member Institutions: A Case Study of CIRTL

Cited by 11 publications

References 24 publications

Making sense of diversity and inclusion in engineering.

Making sense of diversity and inclusion in engineering.

What Teaching Looks Like: Higher Education through Photographs

Boundaries Crossed and Boundaries Made: The Productive Tension Between Learning and Influence in Transformative Networks

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