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Type III: National Level Interventions

Concurrent Session 08.4 - Innovation/Ideation Sessions

Identifying Critical Shifts to Navigate Collaborative Institutional Change

Saturday, November 9, 2024

9:45 AM – 10:15 AM East Coast USA Time

Location: Potomac II, Ballroom Level

Primary Presenter(s)

Kathryn M.S Johnson (she/her/hers)

SCIENCE Collaborative Network Director
Xavier University
East Troy, Wisconsin, United States

Co-Presenter(s)

Renée S. Cole (she/her/hers)

Professor and Chair, Chemistry
University of Iowa
Iowa City, Iowa, United States
MD

Melissa Darnell (she/her/hers)

Member Manager
CoCreative Consulting, LLC
West Yellowstone, Montana, United States
RG

Richard W. Gurney

Professor of Chemistry & Chairperson Chemistry & Physics Department
Simmons University, United States
RH

Rachael M. Hannah (she/her/hers)

Associate Professor of Biological Sciences
University of Alaska Anchorage
Anchorage, Alaska, United States
GL

Gary Lewandowski

Associate Provost for Strategic Initiatives
Xavier University, United States
JT

John T. Tansey

Professor of Chemistry, Program Director, Biochemistry and Molecular Biology
Otterbein University
Westerville, Ohio, United States
JU

Jennifer K. Uno

Associate Professor of Biology and Associate Director of the Center for the Advancement of Teaching
Elon University
Elon, North Carolina, United States

Program Abstract: Lasting, sustainable, institutional change is challenging. The 14-institution HHMI-funded Learning Community Cluster 2 (LCC2), is a collective network that aims to increase STEM diversity through unified and focused institutional efforts that navigate common pitfalls associated with failed institutional change. LCC2’s goal is to create and maintain undergraduate STEM environments where every student has the opportunity to succeed and experiences a sense of belonging within STEM. To achieve this, the LCC2 community embarked on a modified waterfall collaborative codesign change process. A key component of this process is the identification of critical shifts, summarized by statements of the current state and desired state. More than 150 faculty, staff, and administrators determined critical shifts on the most impactful barriers to our work–inherent beliefs about STEM belonging, community, STEM culture, STEM academic opportunities, coursework, and pathways to success. These critical shifts define our collective intent and anchor LCC2 decision-making processes.