Resources

This page includes links and resources relevant to my professional work, which I think might be useful for others.

Please visit my sciencegeekgirl blog for occasional posts about STEM education reform, evaluation, and institutional change.

Evaluation resources

  • American Evaluation Association, is the professional society for evaluators and they have a wonderful wealth of resources for evaluators and those seeking evaluation, including:
  • National Institute for STEM Evaluation and Research (NISER).  Very professional organization offering STEM evaluation as well as professional development for the community.  Their evaluation resource page is particularly useful.
  • Center for Theory of Change. For those new to the idea of a Theory of Change, or even experienced practitioners, this site defines a Theory of Change, and walks you through the process of identifying goals, assumptions, indicators, and planning interventions. See in particular the Project Superwoman guided example, which was valuable to me recently in developing a Theory of Change for a complex program.
  • Increase the Impact. Website and guidebook providing guidance to educational innovators for strategies for sharing and disseminating their work in a way that’s likely to engage and affect faculty, such as avoiding telling faculty what to do, and engaging adopters earlier in the process. This is a great resource for developing a dissemination plan, and evaluating stakeholder involvement.
  • Better Evaluation. This is the best collection of resources I know for planning an evaluation, with information on developing logic models, defining outcomes, and a range of evaluation approaches.
  • Also useful are Genuine Evaluation (a blog about genuine, practical evaluation), this in-progress list of social change evaluation resources, and this set of guides to evaluation (including worksheets for planning an evaluation.)

Institutional change resources

My main focus is on institutional change, particularly shifts in the departmental culture towards teaching and learning.  Here are my main resources for planning institutional change projects, and what is known in this area.

  • Accelerating Systemic Change Network (ASCN).  This free grassroots member organization aims to better coordinate the efforts in systemic change in higher education across domains and disciplines.  Particularly useful are their set of resources which include models of change, cost/benefit of change, supporting change leaders, and assessing the impact of change.  You can also join their mailing list or a working group or read their blog.
  • Increasing Student Success in STEM: A Guide to systemic institutional change. (Guidebook, 2016) From AAC&U and PKAL, authored by Elrod and Kezar is aimed at campus leaders and administrators who are leading comprehensive reforms, including addressing implicit theories of change, avoiding mistakes, project management, team development, and sustaining change, with a practical focus.
  • Achieving Systemic Change; a sourcebook for Advancing and Funding STEM Education (Workshop sourcebook, AACU , 2014). The sourcebook discusses how best to effect systemic change in undergraduate STEM, including the rationale for change, areas of investment, and key reports.
  • Transforming Institutions (Book, 2015). This book brings together chapters from scholars in the 2011 and 2014 Transforming Institutions conferences. It provides an overview of the context and challenges in STEM higher education, descriptions of programs and research, and summary of lessons learned, plus next steps.
  • How Colleges Change (Book, 2013). Adrianna Kezar. Outlines changes processes and reform, in theory and practice, in higher education. Includes discussion of cultural issues.
  • Reforming Undergraduate Programs in Physics.  There are several reports from the physics professional societies which have been very influential in re-envisioning physics departments which value teaching and prepare students for diverse careers.  The first is the SPIN-UP report, which describes features of thriving programs, and more recently the report Phys21:  Preparing Physics Students for 21st Century Careers, which focuses on the diverse learning outcomes needed for graduates and how programs can support those outcomes.

Projects that I help lead

Here are the projects which I am directly involved with.