National Change Resources
Journal Articles
Inclusion in the Classroom, Lab, and Beyond: Transferable Skills via an Inclusive Professional Framework for Faculty
Gillian-Daniel, D. L., Greenler, R. McC., Bridgen, S. T., Dukes, A. A., & Hill, L. B. (2021). Inclusion in the Classroom, Lab, and Beyond: Transferable Skills via an Inclusive Professional Framework for Faculty. Change: The Magazine of Higher Learning, 53(5), 48–55.
Summary
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 — identity, intercultural awareness, and relational — each provide its own set of awareness, knowledge, and skills, and are transferable across multiple faculty roles.
In the article, an example narrative of a day in the life of “Dr. Smith” illustrates 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.
Promoting an Equity Mindset through the Inclusive Professional Framework for Faculty
Gillian-Daniel, D.L., Troxel, W.G. and Bridgen, S. (2021), Promoting an Equity Mindset through the Inclusive Professional Framework for Faculty. The Department Chair, 32: 4-5.
Summary
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 navigate the responsibilities of their role effectively and equitably. Second, an outward-focused lens supports academic chairs in leveraging the IPF: Faculty to foster a more equitable department culture and climate by promoting professional development for their faculty, staff, and students.
The Inclusive Professional Framework for Societies: Changing Mental Models to Promote Diverse, Equitable, and Inclusive STEM Systems Change
Leibnitz GM, Gillian-Daniel DL, Greenler RMC, Campbell-Montalvo R, Metcalf H, Segarra VA, Peters JW, Patton S, Lucy-Putwen A and Sims EL (2022) The Inclusive Professional Framework for Societies: Changing Mental Models to Promote Diverse, Equitable, and Inclusive STEM Systems Change. Front. Sociol. 6:784399.
Summary
Science, technology, engineering, and mathematics (STEM) professional societies (ProSs) serve broad memberships, define disciplinary norms and culture, and inform accrediting bodies, thus providing critical levers for systems change. Inclusive STEM system reform requires that underlying “mental models” be examined.
The Inclusive Professional Framework for Societies (IPF: Societies) is an interrelated set of strategies that can help ProSs change leaders (i.e., “boundary spanners”) and organizations identify and address mental models hindering DEI reform. The IPF: Societies uses four “i’s”— identity awareness and intercultural mindfulness (i.e., equity mindset), upon which inclusive relationships and influential DEI actions are scaffolded.
This article discusses how the IPF: Societies complements existing DEI tools and how it can be applied to existing ProS policy and practice associated with common ProS functions (e.g., leadership, membership, conferences, awards, and professional development). Ultimately, the IPF: Societies has potential to promote more efficient, effective, and lasting DEI organizational transformation and contribute to inclusive STEM disciplinary excellence.
Books
The Handbook of STEM Faculty Development
It is critical to provide STEM faculty with professional development that supports their complex roles and to base this development on research-derived evidence. This edited handbook provides STEM stakeholders with an opportunity to share studies and/or experiences that explore STEM faculty development (FD) in higher education settings.
The Aspire National Change team and collaborators authored the chapter “The Aspire Alliance inclusive professional framework for faculty — Implementing inclusive and holistic professional development that transcends multiple faculty roles.” This chapter describes the Aspire Alliance’s inclusive professional framework for faculty (IPF: Faculty), a tool for focusing on transferable, inclusive skills and practices when creating new and modifying existing professional development programming for faculty, future faculty, and staff.
The IPF: Faculty provides a holistic approach to professional development that prioritizes a cultural shift in creating and sustaining institution-wide equitable environments for all participants in higher education.
Leading Change in Gender and Diversity in Higher Education from Margins to Mainstream
This edited book provides international insights and recommendations around topics of gender and diversity in higher education, linking to broader societal goals of improving equality.
The Aspire National Change team and collaborators authored the chapter “Improving gender diversity in STEM through an inclusive professional framework.” This chapter explores the Inclusive Professional Framework for Faculty, (IPF: Faculty) — a research-grounded, holistic professional development framework — and how it can inform the approach higher education leaders take to advance the work of equity and inclusion on their campuses, particularly their work to address gender disparities.
The chapter explores a graduate-level course as a case study for applying IPF principles in a student-focused context and considers how these principles can impact STEM trainees, with a particular focus on graduate students and postdoctoral researchers (postdocs). It then examines how IPF: Faculty can be applied at a broader, systems level to influence institutional policies and the overall training structure of STEM higher education. The chapter concludes with recommendations for institutional leaders to create structures and systems within their units that empower individuals at all levels to advocate for their own progress and career success.
Contact Us
If you are interested in any of the resources or you have questions about the resources, please reach out to:
- Dr. Lucas Hill (lhill6@wisc.edu) or
- Dr. Evangeline Su (esu6@wisc.edu)
We would love to provide whatever support and guidance you may need.
The Institute is an extension of the former National Change Initiative of the NSF Eddie Bernice Johnson INCLUDES Aspire Alliance.
