National Change Initiative

The NSF Aspire Alliance National Change Team focuses on creating and disseminating professional development for future and current faculty about inclusive teaching, research mentoring and faculty advising. In order to align and reinforce professional development practices simultaneously at Institutional, Regional and National levels, the National Change Team is partnering with institutions, disciplinary research societies and professional organizations. The Team is developing face-to-face and synchronous online workshops and trainings, as well as a Train-the-Trainer approach of dissemination.

Tuesday, September 15, 2020 - Friday, September 18, 2020
(6-sessions across the week)

On behalf of the NSF INCLUDES Aspire Alliance (Aspire) and the University of Houston, in collaboration with the Center for the Improvement of Mentored Experiences in Research (CIMER), it is our pleasure to invite you and your colleagues to apply to participate in Facilitating Entering Mentoring. This 6-session “train-the-trainer” online workshop will be held September 15-18, 2020 . During this workshop, participants will learn about the following topics: aligning expectations, addressing equity and inclusion, articulating your mentoring philosophy and plan, assessing understanding, cultivating ethical behavior, enhancing work-life integration, fostering independence, maintaining effective communication, promoting mentee research/scholarship self-efficacy, and promoting professional development.

Please see our recruitment letter for more information and apply by September 1, 2020. Note that applicants from Aspire IChange institutions and Aspire Regional Collaborative institutions will be given priority for spots.

June 15-19, 2020, Online

The virtual Aspire Summer Institute will provide STEM faculty and faculty developers with the knowledge, practice and resources to create a more diverse and inclusive STEM community at their institution. Using a research-based framework, participants will engage with diversity scholars and thought leaders to expand their expertise in inclusive teaching, advising, research mentoring, collegiality and leadership in ways that support greater diversity throughout their career. These skills contribute to increased success of URG students and inclusive climates within the institution.

Faculty who have advising responsibilities play a critical role in a student's progression through their undergraduate education. This is especially important for students from underrepresented minorities (URMs) such as first generation students or students from low socio-economic backgrounds LSEBs). While academic advising in higher education has been professionalized and its importance in student success has been recognized, faculty advising has not experienced the advancement in scholarship, theory and practice that is needed. Aspire's A Guide to Academic Advising for STEM Faculty provides an overview of advising, core competencies to address the academic needs of students, and tools to help faculty be effective advisors for a diverse population of students. The tools and resources include an advising checklist for new faculty, faculty advising framework, exercises to help identify social identity, and more.