APLU INCLUDES (Inclusion across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science) Project is a NSF-funded Design, Development, Launch Pilot project aimed at expanding the diversity of STEM faculty. This pilot has evolved into the NSF INCLUDES Alliance – Aspire: The National Alliance for Inclusive & Diverse STEM Faculty.
Through a collaborative approach this pilot project seeks to provide APLU’s membership with promising practices to broaden student participation in STEM programs, foster career pathways toward the professoriate, and tools to effectively recruit, hire, and retain STEM faculty from underrepresented groups.
Innovative Programs to Broaden Participation in STEM: In the fall of 2017 APLU launched the STEM-OP (A Survey to Expand and Maximize Opportunity in the Professoriate) to identify a series of institutional activities aimed at increasing participation along the STEM pathways toward the professoriate. Responses were curated to create innovative program profiles and shared publicly within the Network of STEM Education Centers (NSEC).
APLU INCLUDES 2017 Summit Report: APLU’s first INCLUDES Summit, hosted in Alexandria, VA, on April 25-26, 2017, brought together institutional leaders, along with content and context experts, for an interactive summit on broadening the participation of women and underrepresented minorities within STEM faculty and students.
Developing a Diverse STEM Professoriate through Collective Impact: APLU INCLUDES 2018 Summit Report: The second INCLUDES Summit, held exactly one year later, sought to expand institutional conversations from the previous summit toward examining mutually reinforcing activities that a network of institutions could implement collaboratively and the infrastructure needed to carry out such collaborations through an alliance.
Institutional Model for Increasing Faculty Diversity—Draft: This 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. This model has been transformed into an institutional self-assessment tool to guide campus teams in their assessment of institutional strengths and areas for improvement which is currently being piloted by 15 institutions in Aspire’s IChange Network.
A Guidebook for Campus Self-Assessment of Successes & Challenges in STEM Faculty Diversity and Inclusion—Draft: The primary purpose of this guidebook is to serve as a resource for campuses and colleagues who choose to engage in the Institutional Campus Self-Assessment process. The Guidebook provides: (1) A summary of the scholarship and practice-based insights leveraged to develop the model for increasing faculty diversity & institutional self-assessment; (2) Instructions on how to complete the institutional self-assessment; and, (3) practical guidance for campuses as they develop action plans for advancing faculty diversity.