Meet Our Working Groups
We use a Working Group structure to take advantage of the expertise across SEISMIC and to promote collaborative work in “themes,” rather than by discipline, institution, or title. In this way, our Working Groups are multi-institutional, multi-disciplinary, have participants working in a range of roles at their institutions, and are motivated to study a specific area that will contribute to making our intro STEM courses more equitable and inclusive. We currently have four Working Groups: Measurement, Experiments, Implementing Change (formerly Structures), and Constructs. Each Working Group is led by a set of co-chairs. These co-chairs lead Working Group meetings, look for grant opportunities for their group, and work closely with SEISMIC Central to coordinate efforts across the collaboration.
Each Working Group has committed to a set of “Key Projects” – projects they have decided are important for the Working Group to make progress on in the next year. Our Working Group structure also leaves space for “Additional Projects” – projects that people in the Working Group want to work on, but are not explicitly pushed forward by the overall Working Group. This distinction of projects is so we have a handful of projects we commit to making progress on in a shorter time frame, with explicit organizational support from SEISMIC Central, while we have many other projects SEISMIC participants engage in and push forward at their own pace. Below we share the focus of each Working Group, with more details on the groups and specific projects in their individual Working Group pages. SEISMIC participants can use the link at the bottom of this page to sign up to join any of our Working Groups or projects.
Working Group Focus
- Measurement: Establish metrics for measuring equity and inclusion in foundational STEM courses, conduct the measurements, and identify actionable data to promote change.
- Experiments: Use experiments to understand disparities and foster equity in the classroom and across multiple disciplines and universities, with an emphasis on replication and context.
- Implementing Change: Present analyses on student outcomes to campus stakeholders and leverage institutional knowledge and tools to promote policy changes toward creating equitable and inclusive introductory STEM courses.
- Constructs: Integrate critical frameworks and histories into STEM education research and bring in perspectives, expertise, and experiences from marginalized communities in STEM.