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Building a Networked Improvement Community: Lessons in Organizing to Promote Diversity, Equity, and Inclusion in

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Summary

A Networked Improvement Community (NIC) involving diverse universities aimed to increase underrepresented scholars in STEM faculty careers. Lessons learned emphasize addressing failed strategies and adapting NIC models for sustained success in diversity, equity, and inclusion efforts.

Keywords:
Networked Improvement CommunitySTEMdiversityfaculty careersshared leadership

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Area of Science:

  • Higher Education
  • STEM Education
  • Organizational Studies

Background:

  • Launched in 2016, ten universities formed a Networked Improvement Community (NIC) to boost the number of scholars from Alliances for Graduate Education and the Professoriate (AGEP) populations pursuing Science, Technology, Engineering, and Mathematics (STEM) faculty careers.
  • The NIC comprised diverse institutions (public, private, HBCU, HSI, land-grant) across eight states and Washington D.C., fostering varied perspectives and access to institutional change levers.

Purpose of the Study:

  • To investigate the efficacy of a NIC structure in understanding and addressing complex challenges related to increasing diversity in STEM faculty.
  • To identify key lessons learned from the NIC's development, implementation, and refinement processes, particularly concerning inter-institutional collaboration and intervention strategies.

Main Methods:

  • A community case study approach was employed to analyze the NIC's organizational structure, operational dynamics, and intervention development.
  • The study involved ongoing intervention development, implementation, and refinement within a collaborative, multi-stakeholder framework.
  • The NIC evolved into the Center for the Integration of Research, Teaching and Learning (CIRTL) AGEP NIC model, characterized by a specific aim, systems understanding, shared leadership, context-aware data use, and accelerated infrastructure.

Main Results:

  • Initial reliance on pre-existing relationships without explicit norms led to challenges in understanding diverse institutional contexts and disparate progress.
  • Successful NIC functioning requires intensive engagement, time for development, and ongoing maintenance, with analyzing failed strategies being as crucial as sharing successes.
  • The NIC adapted its model, incorporating five key characteristics to enhance its effectiveness in promoting diversity, equity, and inclusion (DEI) in STEM.

Conclusions:

  • NIC structures require significant upfront investment in establishing clear processes, norms, and relationship management to navigate institutional differences effectively.
  • The evolved CIRTL AGEP NIC model provides a framework for accelerating infrastructure and interventions to support DEI in STEM faculty careers.
  • Recommendations are provided for institutions considering developing NICs to advance DEI initiatives.