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COVID-19 has upended life across the globe including U.S. institutions of higher education. This resource highlights ways institutions are responding to faculty concerns, outlines distinct challenges to supporting faculty equitably, and provides thoughtful suggestions with focus on equitable practices.

Leslie D. Gonzalez, Ed.D. & Kimberly A. Griffin, Ph.D. - Research Co-Leads

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). A Guide to Academic Advising for STEM Faculty is a beginner's guide for new and future faculty that identifies key competencies for faculty with advising roles. The Guide provides an overview of advising, the 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.

Cover for A Guidebook for a Campus Self-Assessment of Successes and Challenges in STEM Faculty Diversity and Inclusion (2020) with a link to the document.

This Guidebook is an outgrowth of the work under APLU’s INCLUDES grant, which among other achievements, led to the development of the Institutional Model for Increasing Faculty Diversity (referred to throughout this document as “the Model”). The Model offers a framework to promote a broader understanding of what is required for effectively hiring, retaining, and promoting the success of underrepresented STEM faculty. Included in the Guidebook are the following tools:

  • This template allows institutions to organize five years of enrollment, hiring, advancement and retention data of faculty. Specific quantitative data points are requested to gain deeper insight into the state of diversity on their campus, shedding light on where there may be particular disparities, areas of success, or patterns emerging.

  • The questionnaire asks institutional teams to indicate whether or not they are engaging in specific activities and practices or if there are resources and services available related to increasing diversity and inclusion in the professoriate.

Cover for Strengthening the Pathways to Faculty Careers in STEM: Recommendations for Systemic Change to Support Underrepresented Groups linked to the document.

As part of a national initiative to recruit, hire, and retain STEM faculty from underrepresented groups, the Association of Public and Land-grant Universities (APLU) INCLUDES project, funded by the National Science Foundation, examined university efforts supporting access to, retention in, and progress to the professoriate for URG STEM faculty aspirants. In addition to convening academic experts and institutional leaders, APLU surveyed member institutions about their practices to promote diversity in these areas.

Faculty are key to promoting academic success for undergraduate students from groups traditionally underrepresented in science, technology, engineering, and mathematics. This article presents Aspire's Inclusive Professional Framework for Faculty (IPF: Faculty), a research-grounded framework that identifies three conceptual domains that are foundational to faculty being equitable and inclusive.  The framework’s three domains of identity, intercultural awareness, and relational each provides its own set of awareness, knowledge, and skills, and is transferable across multiple faculty roles.  In the article, an example narrative of a day in the life of "Dr. Smith" is used to illustrate what the IPF: Faculty can look like in practice. The IPF: Faculty can provide campuses an opportunity to integrate existing diversity, equity, and inclusion professional development programming into a framework that can be iteratively explored and practiced and in turn build local institutional capacity to promote change.

Cover for Supporting Faculty During & After COVID-19: Don't let go of equity linked to the document.

COVID-19 has upended life across the globe including U.S. institutions of higher education. This resource highlights ways institutions are responding to faculty concerns, outlines distinct challenges to supporting faculty equitably, and provides thoughtful suggestions with focus on equitable practices.

Leslie D. Gonzalez, Ed.D. & Kimberly A. Griffin, Ph.D. - Research Co-Leads

​STEM professional societies serve a central role in defining and reinforcing national STEM professional cultures. Within these societies, there are key individuals focused on diversity, equity, and inclusion (DEI) who play a crucial part in connecting ideas, resources, and stakeholders within and between professional societies to influence and enact change. These “boundary spanners” engage in finding, translating, diffusing, gaining support, and social “weaving” behaviors to advance DEI in these societies. DEI boundary spanners who oversee the engagement of multiple societies (i.e., multi-society DEI boundary spanners) may be especially important and underutilized agents of change. The NSF INCLUDES Aspire Alliance postulates that synchronizing DEI training and the efforts of these boundary spanners could facilitate multi-society awareness and adoption of evidence-based DEI policies and practices within and between these societies. If successful, this would accelerate DEI culture-change in STEM professional societies, and ultimately result in more diverse, equitable, and inclusive national STEM professional cultures.

Academic chairs play a critical role in establishing and promoting a positive department culture (character and personality) and climate (perceived atmosphere and ambiance). This article briefly explores Aspire's Inclusive Professional Framework for Faculty (IPF: Faculty) through two lenses. First, an inward-focused lens examines how the framework can help academic chairs to navigate effectively and equitably the responsibilities of their own role. Second, the outward-focused lens supports academic chairs to leverage the IPF: Faculty to foster a more equitable department culture and climate by promoting professional development for their faculty, staff, and students.

“Institutions should evaluate their campus climates to ensure safe and welcoming environments for all URG faculty including LGBT+ faculty.”

Little research has been conducted in the retention of LGBT+ faculty in the STEM disciplines. Aspire Graduate Fellow, Alyssa Ryan, compiled recommendations on what institutional leaders can do to support faculty members from LGBT+ communities.

Alyssa M. Ryan, Aspire Graduate Fellow, University of Maryland

This resource guide provides recommendations on what institutions can do to support and accommodate current and prospective faculty members with disabilities.

Alyssa M. Ryan, Aspire Graduate Fellow, University of Maryland

This guide provides suggestions for actionable strategies that institutional leaders and policymakers can take to provide a welcoming and supportive environment for Black faculty and colleagues.

Kimberly A. Griffin, Ph.D. (Research Co-Lead) & Antoinette Newsome, M.A.

How can institutions ensure that diversity, equity, and inclusion (DEI) are central to actions made during times of crisis?

Alyssa M. Neuner, Aspire Graduate Fellow, University of Maryland

This is a living, research-based, inclusive guide for selecting demographics. This document was created and designed by Aspire's Research Team.

A common understanding of terms and definitions is a useful place to begin a shared understanding across different disciplines. Aspire's Research Team in collaboration with the broader membership of Aspire has begun to curate a Glossary of Terms. These terms have been collectively sourced with definitions rooted in the social science literature.

Cover of IChange Leveraging Promising Practices Report linked to the document.

This report offers suggestions and guidance for institutions, including the importance of conducting a thorough self-assessment, the danger of reaching for promising practices before identifying the root problems, and a framework for developing a holistic, comprehensive and systemic approach to institutional change for inclusion that addresses the systemic, structural, values and cultural dimensions simultaneously.

This report provides guidance for 2 and 4 year institutions that want to begin graduate mentoring programs. It provides recommendations on who might lead this work within a regional collaborative; who might participate in these programs; and examples of regional change initiatives in action.

STEM professional societies (ProS) are uniquely positioned to foster national-level diversity, equity, and inclusion (DEI) reform. ProS serve broad memberships, define disciplinary norms and culture, and inform accrediting bodies. The Inclusive Professional Framework for Societies (IPF:Societies) can help ProS change leaders (i.e., “boundary spanners’”) and organizations identify and address mental models hindering DEI reform. IPF:Societies uses four “I’s”—Identity awareness and Intercultural mindfulness (i.e., equity mindset) on which Inclusive relationships and Influential DEI actions are scaffolded. In this paper. we discuss how IPF:Societies complements existing DEI tools. We explain how IPF:Societies can be applied to existing ProS policy and practice associated with common ProS functions (e.g., leadership, membership, conferences, awards, and professional development). Next steps are to pilot IPF:Societies with a cohort of STEM ProS. Ultimately, IPF:Societies has potential to promote more efficient, effective, and lasting DEI organizational transformation, and contribute to inclusive STEM disciplinary excellence.

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