Funded by NSF, Envisioning & Enacting an Inclusive & Diverse STEM Professoriate (2041007) is a series of collaborative think tanks for APLU leaders, STEM faculty, social science and diversity scholars, funders and other non-profits. Each think tank tackles a systemic gatekeeping function in the careers of STEM faculty that may be preventing institutions and the nation from realizing their goal of a more diverse and inclusive STEM faculty.
Partnering with Intentional Futures, the think tanks will be developed using a design thinking approach to help participants identify innovative approaches towards faculty recruitment and hiring, the evaluation of faculty, and leadership that centers equity. View Intentional Futures' summary of design thinking.
The goals of the convenings are built upon the recommendations of APLU’s Strengthening the Pathways to Faculty Careers in STEM: Recommendations for Systemic Change to Support Underrepresented Groups.
Part 1 - Aligning the Recruitment & Hiring of Diverse STEM Faculty (March 4, 2021)
This convening will engage leaders in an ecosystems approach to conceptualize and operationalize definitions of inclusive excellence in the recruitment and hiring of URG STEM faculty, and identify lines of future research. Concurrent design session topics might include the role and use of statements on contributions to DEI, equity-informed evaluation of scholarly promise, and enhancing networks and relationships between early career URG scholars and STEM departments.
Part 2 – Equitable STEM Faculty Evaluation & Reviews of Research (June 3, 2021)
This convening will focus on emerging research and implementation strategies to increase the alignment of faculty evaluation and promotion practices to operationalize inclusive excellence for all faculty—two essential aspects of retaining URG faculty. Concurrent design session topics might include reframing “high impact” journals and measures, considerations for what kinds and types of research are rewarded and funded, standards of teaching in STEM, alternatives to student evaluations of teaching, and understanding and valuing the impact and costs of service for underrepresented faculty.
Part 3 - Inclusive Leadership to Support Diverse & Inclusive STEM Faculty (September 16, 2021)
This convening will focus on engaging institutional leaders in developing an equity-centered framework for institutional leadership, with an explicit focus on leading institutional change for a more diverse and inclusive STEM faculty in the context of the current global pandemic and resulting fiscal crises. Concurrent design session topics might include equity impacts in financial decision making, centering underrepresented group voices and experiences in decision making, and aligning equity considerations with legislative priorities.
Series Planning Committee
Jessica Bennett, Ph.D., Director of STEM Education, APLU, Planning Committee Chair & PI
Justine Joo, Senior Associate, STEM Education, APLU
Kacy Redd, Ph.D., Associate Vice President of STEM Education, APLU
Damani White-Lewis, Ph.D., Postdoctoral Scholar, University of Maryland-College Park
Series Steering Committee
Edwin Barea-Rodriguez, Ph.D., Associate Dean for Student Success and Instructional Innovation and Professor of Biology, UT San Antonio
Kadian Callahan, Ph.D., Assistant Dean for Faculty and Student Success, Kennesaw State University
Antonio Farias, M.A., Vice Chancellor for Diversity, Equity, and Inclusion, University of Colorado, Denver
Tera Jordan, Ph.D., Assistant Provost for Faculty Development, Iowa State University
Jeremi London, Ph.D., Assistant Professor of Engineering Education, Virginia Tech
Tykeia Robinson, Ph.D., Assistant Director for Research and Policy, AACU
Christine Stanley, Ph.D., Professor of Higher Education, Texas A&M University
If you are interested in receiving more information about upcoming think tanks, please complete the Google Form.
This material is based upon work supported by the National Science Foundation under Grant No. 2041007. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.