Administrators & Institutional Change

“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.

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.

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.
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.

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.


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