Pub Date : 2022-06-24DOI: 10.1080/00091383.2022.2078149
D. Reinholz, Aileen Reid, Niral Shah
In Short Meaningful change towards antiracist practices take time. There are no quick fixes. Quick workshops on implicit bias and microaggressions rarely lead to lasting changes in teaching practices. Equity QUantified In Participation (EQUIP) learning communities organize faculty members to work together to promote antiracist teaching. Participation in EQUIP learning communities results in lasting, meaningful changes to both faculty beliefs and practices.
{"title":"Not Another Bias Workshop: Using Equity Analytics to Promote Antiracist Teaching","authors":"D. Reinholz, Aileen Reid, Niral Shah","doi":"10.1080/00091383.2022.2078149","DOIUrl":"https://doi.org/10.1080/00091383.2022.2078149","url":null,"abstract":"In Short Meaningful change towards antiracist practices take time. There are no quick fixes. Quick workshops on implicit bias and microaggressions rarely lead to lasting changes in teaching practices. Equity QUantified In Participation (EQUIP) learning communities organize faculty members to work together to promote antiracist teaching. Participation in EQUIP learning communities results in lasting, meaningful changes to both faculty beliefs and practices.","PeriodicalId":77065,"journal":{"name":"Change","volume":"54 1","pages":"11 - 17"},"PeriodicalIF":0.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49293319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-24DOI: 10.1080/00091383.2022.2078157
T. B. Gallant, Steven Brownstone, Mia Minnes
Mia Minnes is an Associate Teaching Professor and the Vice-Chair for Undergraduate Education in the Computer Science and Engineering Department at the University of California, San Diego. In addition to research related to Automata Theory and Computability education, she works on projects that support professionalization pathways for students, including industry internships, Teaching Assistant development, and ethics and communication.
Mia Minnes是加州大学圣地亚哥分校计算机科学与工程系的副教授和本科教育副主席。除了与自动机理论和可计算性教育相关的研究外，她还从事支持学生专业化途径的项目，包括行业实习，助教发展，道德和沟通。
{"title":"Can Nudges Reduce Student Cheating?","authors":"T. B. Gallant, Steven Brownstone, Mia Minnes","doi":"10.1080/00091383.2022.2078157","DOIUrl":"https://doi.org/10.1080/00091383.2022.2078157","url":null,"abstract":"Mia Minnes is an Associate Teaching Professor and the Vice-Chair for Undergraduate Education in the Computer Science and Engineering Department at the University of California, San Diego. In addition to research related to Automata Theory and Computability education, she works on projects that support professionalization pathways for students, including industry internships, Teaching Assistant development, and ethics and communication.","PeriodicalId":77065,"journal":{"name":"Change","volume":"54 1","pages":"50 - 56"},"PeriodicalIF":0.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43456855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-24DOI: 10.1080/00091383.2022.2078150
Aireale J. Rodgers
Abstract In Short As digital learning becomes an increasingly popular modality for teaching and learning, so too has the use of courseware in postsecondary institutions. Approaching the design and implementation of digital courseware from an explicitly equity-minded perspective is vital to supporting historically marginalized students. I offer the Equity First Framework for Digital Learning, a set of six considerations for courseware designers and instructors seeking to leverage courseware as a tool to support equitable and just student learning.
{"title":"Embedding Equity in the Design and Implementation of Digital Courseware","authors":"Aireale J. Rodgers","doi":"10.1080/00091383.2022.2078150","DOIUrl":"https://doi.org/10.1080/00091383.2022.2078150","url":null,"abstract":"Abstract In Short As digital learning becomes an increasingly popular modality for teaching and learning, so too has the use of courseware in postsecondary institutions. Approaching the design and implementation of digital courseware from an explicitly equity-minded perspective is vital to supporting historically marginalized students. I offer the Equity First Framework for Digital Learning, a set of six considerations for courseware designers and instructors seeking to leverage courseware as a tool to support equitable and just student learning.","PeriodicalId":77065,"journal":{"name":"Change","volume":"54 1","pages":"18 - 22"},"PeriodicalIF":0.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46429001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-24DOI: 10.1080/00091383.2022.2078146
Adrianna Kezar
{"title":"Emerging From the Pandemic With Resiliency","authors":"Adrianna Kezar","doi":"10.1080/00091383.2022.2078146","DOIUrl":"https://doi.org/10.1080/00091383.2022.2078146","url":null,"abstract":"","PeriodicalId":77065,"journal":{"name":"Change","volume":"54 1","pages":"2 - 3"},"PeriodicalIF":0.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41582252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-24DOI: 10.1080/00091383.2022.2078154
Rebecca R. Martin, N. Zimpher, Jason E. Lane, James R. Johnsen
In Short Public college and university systems are a major component of the nation’s higher education ecosystem. They are the predominant form of organization used by the states (44 out of 50) to govern, manage, coordinate, and resource the provision of higher education in the states. Of the nation’s public 4-year college and university students, 75 percent are enrolled in a system institution. These systems use “systemness,” collective impact, and the leverage of innovation at scale to add value to students and states greater than the sum of their parts. The National Association of System Heads has led an inclusive process to develop a transformation agenda for the nation’s systems. This article summarizes our recently published report, Power of Systems: Advancing Prosperity for the Nation. This compelling agenda includes goals, metrics, and strategies that will be pursued at system, state, and national levels to increase credential attainment, expand social and economic mobility, and reduce the burden of student debt.
{"title":"Leveraging the Power of Systemness to Improve the Success of Students and Society","authors":"Rebecca R. Martin, N. Zimpher, Jason E. Lane, James R. Johnsen","doi":"10.1080/00091383.2022.2078154","DOIUrl":"https://doi.org/10.1080/00091383.2022.2078154","url":null,"abstract":"In Short Public college and university systems are a major component of the nation’s higher education ecosystem. They are the predominant form of organization used by the states (44 out of 50) to govern, manage, coordinate, and resource the provision of higher education in the states. Of the nation’s public 4-year college and university students, 75 percent are enrolled in a system institution. These systems use “systemness,” collective impact, and the leverage of innovation at scale to add value to students and states greater than the sum of their parts. The National Association of System Heads has led an inclusive process to develop a transformation agenda for the nation’s systems. This article summarizes our recently published report, Power of Systems: Advancing Prosperity for the Nation. This compelling agenda includes goals, metrics, and strategies that will be pursued at system, state, and national levels to increase credential attainment, expand social and economic mobility, and reduce the burden of student debt.","PeriodicalId":77065,"journal":{"name":"Change","volume":"54 1","pages":"38 - 44"},"PeriodicalIF":0.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45623009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-24DOI: 10.1080/00091383.2022.2078152
Lorelle L. Espinosa, T. Hallmark, Kaylan S. Baxter
In Short One of the most promising ways to widen pathways to STEM graduate education is within reach: creating and strengthening partnerships between minority-serving institutions and the nation’s master’s and doctoral STEM programs. The most effective partnerships are those that educate their communities along the way, including engaging STEM faculty and departmental leadership. Faculty-to-faculty relationships are necessary for systemic change to occur, as evidenced by multiple change models. Innovation, like everything in higher education, is context dependent, necessitating a rethink about what innovation is and where and how it occurs.
{"title":"Improving MSI Pathways to STEM Graduate Education Through Grantmaking: Lessons for the Field","authors":"Lorelle L. Espinosa, T. Hallmark, Kaylan S. Baxter","doi":"10.1080/00091383.2022.2078152","DOIUrl":"https://doi.org/10.1080/00091383.2022.2078152","url":null,"abstract":"In Short One of the most promising ways to widen pathways to STEM graduate education is within reach: creating and strengthening partnerships between minority-serving institutions and the nation’s master’s and doctoral STEM programs. The most effective partnerships are those that educate their communities along the way, including engaging STEM faculty and departmental leadership. Faculty-to-faculty relationships are necessary for systemic change to occur, as evidenced by multiple change models. Innovation, like everything in higher education, is context dependent, necessitating a rethink about what innovation is and where and how it occurs.","PeriodicalId":77065,"journal":{"name":"Change","volume":"54 1","pages":"31 - 37"},"PeriodicalIF":0.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47105318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-24DOI: 10.1080/00091383.2022.2078155
M. Huber
Learning Innovation and the Future of Higher Education, by Joshua Kim & Edward Maloney. Johns Hopkins University Press, 2020. 232 pages. Hardcover $39.95; E-Book $39.95. I t is now common for advocates of change in higher education to acknowledge the systemic nature of the challenges that colleges and universities face. It is not so common for writers to address these challenges systemically! Many books and articles that focus on one target for improvement recognize the need for changes elsewhere in the system to support (rather than undermine) the better practices they recommend. Relatively few start out with the system itself—or at least significant parts of it—as the aim of their improvement efforts. Two new books fill this gap by taking systemic change seriously. In Pursuing Quality, Access, and Affordability, Stephen C. Ehrmann explores strategies that institutions have used to pursue systemic improvement in the recent past; in Learning Innovation and the Future of Higher Education, Joshua Kim and Edward Maloney examine the emergence of new professional positions and organizational structures that may play key roles in such work in the years ahead. While both books advocate systemic modes of change, they train their sights on different levels of the system. Pursuing Quality, Access, and Affordability By Mary Taylor Huber
{"title":"Perspectives on Systemic Change for Thriving Postsecondary Institutions","authors":"M. Huber","doi":"10.1080/00091383.2022.2078155","DOIUrl":"https://doi.org/10.1080/00091383.2022.2078155","url":null,"abstract":"Learning Innovation and the Future of Higher Education, by Joshua Kim & Edward Maloney. Johns Hopkins University Press, 2020. 232 pages. Hardcover $39.95; E-Book $39.95. I t is now common for advocates of change in higher education to acknowledge the systemic nature of the challenges that colleges and universities face. It is not so common for writers to address these challenges systemically! Many books and articles that focus on one target for improvement recognize the need for changes elsewhere in the system to support (rather than undermine) the better practices they recommend. Relatively few start out with the system itself—or at least significant parts of it—as the aim of their improvement efforts. Two new books fill this gap by taking systemic change seriously. In Pursuing Quality, Access, and Affordability, Stephen C. Ehrmann explores strategies that institutions have used to pursue systemic improvement in the recent past; in Learning Innovation and the Future of Higher Education, Joshua Kim and Edward Maloney examine the emergence of new professional positions and organizational structures that may play key roles in such work in the years ahead. While both books advocate systemic modes of change, they train their sights on different levels of the system. Pursuing Quality, Access, and Affordability By Mary Taylor Huber","PeriodicalId":77065,"journal":{"name":"Change","volume":"54 1","pages":"45 - 49"},"PeriodicalIF":0.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49581327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-24DOI: 10.1080/00091383.2022.2078148
Tricia R. Shalka
The article discusses Trauma-informed practice (TIP) in higher education today. Topics discussed including confronting the global COVID-19 pandemic and continuing racial injustice and violence in the United States;understanding to individuals and communities in the wake of trauma;and COVID-19 pandemic which has provided space for many students, administrators, and faculty to articulate their experiences in their organizations.
{"title":"How a Trauma-Informed Organization Would Change the Face of Higher Education (and Why We Need It Now More Than Ever)","authors":"Tricia R. Shalka","doi":"10.1080/00091383.2022.2078148","DOIUrl":"https://doi.org/10.1080/00091383.2022.2078148","url":null,"abstract":"The article discusses Trauma-informed practice (TIP) in higher education today. Topics discussed including confronting the global COVID-19 pandemic and continuing racial injustice and violence in the United States;understanding to individuals and communities in the wake of trauma;and COVID-19 pandemic which has provided space for many students, administrators, and faculty to articulate their experiences in their organizations.","PeriodicalId":77065,"journal":{"name":"Change","volume":"54 1","pages":"4 - 10"},"PeriodicalIF":0.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42370764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-24DOI: 10.1080/00091383.2022.2078151
Heather N. McCambly, Claire L. Mackevicius, Krystal Villanosa
In Short As postsecondary grantmaking foundations make sense of recent sociopolitical crises, including inequities exacerbated by the COVID-19 pandemic; attention to the Movement for Black Lives following the summer 2020 uprisings; and more openly racialized politics, they have been catalyzed to reconsider their racial equity commitments. Grantmakers are expanding beyond their historically white-dominated networks for knowledge and expertise on where to channel their influence toward transforming postsecondary education. These grantmakers are also reflecting on avenues to shift their grant dollars to funnel more funds to BIPOC-led and community-embedded recipient organizations. Without internal and external accountability to harness lessons of the last 2 years, grantmakers (and their grantees) risk returning to status quo practices that effectively entrench racialized hierarchies.
{"title":"Answering the Call (for Proposals): Moving Toward Justice in Postsecondary Philanthropy","authors":"Heather N. McCambly, Claire L. Mackevicius, Krystal Villanosa","doi":"10.1080/00091383.2022.2078151","DOIUrl":"https://doi.org/10.1080/00091383.2022.2078151","url":null,"abstract":"In Short As postsecondary grantmaking foundations make sense of recent sociopolitical crises, including inequities exacerbated by the COVID-19 pandemic; attention to the Movement for Black Lives following the summer 2020 uprisings; and more openly racialized politics, they have been catalyzed to reconsider their racial equity commitments. Grantmakers are expanding beyond their historically white-dominated networks for knowledge and expertise on where to channel their influence toward transforming postsecondary education. These grantmakers are also reflecting on avenues to shift their grant dollars to funnel more funds to BIPOC-led and community-embedded recipient organizations. Without internal and external accountability to harness lessons of the last 2 years, grantmakers (and their grantees) risk returning to status quo practices that effectively entrench racialized hierarchies.","PeriodicalId":77065,"journal":{"name":"Change","volume":"54 1","pages":"23 - 30"},"PeriodicalIF":0.0,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47666215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jonathan Hall, Anastasia Ashkinadze, Jan Philipp Becker, Artur Laski, Eva-Maria Manz, Štefan Moravčík, Sebastian Sjöström, Mathilde Vincent
The oligonucleotide therapeutics field has blossomed in recent years, with thirteen approved drugs today and the promise of accelerated growth in coming years. Much of the progress in this field is due to advances in the medicinal chemistry of oligonucleotides,combined with a judicious choice of molecular targets and disease areas. In this perspective, we describe the growth of this new class of drugs highlighting selected milestones in oligonucleotide medicinal chemistry.
{"title":"Medicinal Chemistry of Oligonucleotide Drugs - Milestones of the Past and Visions for the Future.","authors":"Jonathan Hall, Anastasia Ashkinadze, Jan Philipp Becker, Artur Laski, Eva-Maria Manz, Štefan Moravčík, Sebastian Sjöström, Mathilde Vincent","doi":"10.2533/chimia.2022.466","DOIUrl":"10.2533/chimia.2022.466","url":null,"abstract":"<p><p>The oligonucleotide therapeutics field has blossomed in recent years, with thirteen approved drugs today and the promise of accelerated growth in coming years. Much of the progress in this field is due to advances in the medicinal chemistry of oligonucleotides,combined with a judicious choice of molecular targets and disease areas. In this perspective, we describe the growth of this new class of drugs highlighting selected milestones in oligonucleotide medicinal chemistry.</p>","PeriodicalId":77065,"journal":{"name":"Change","volume":"34 1","pages":"466-473"},"PeriodicalIF":1.2,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80810912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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