Pathways and Structures: Evaluating Systems Changes in an NSF INCLUDES Alliance

In this article, we reflect on our experience applying a framework for evaluating systems change to an evaluation of a statewide West Virginia alliance funded by the National Science Foundation (NSF) to improve the early persistence of rural, first-generation, and other underrepresented minority science, technology, engineering, and mathematics (STEM) students in their programs of study. We begin with a description of the project and then discuss the two pillars around which we have built our evaluation of this project. Next, we present the challenge we confronted (despite the utility of our two pillars) in identifying and analyzing systems change, as well as the literature we consulted as we considered how to address this difficulty. Finally, we describe the framework we applied and examine how it helped us and where we still faced quandaries. Ultimately, this reflection serves two key purposes: 1) to consider a few of the challenges of measuring changes in systems and 2) to discuss our experience applying one framework to address these issues.

Student Leadership, Systems Change: Opportunities and Tensions for Youth Impact on District-Wide Computer Science Initiatives

Computer Science education (CSed) often aims to position youth as designers, creators, and those with a voice in their world. But do youth have opportunities to design, create, and have voice around the shape of their CSed learning experiences? In this study, we explore ways that school districts engage youth to contribute to the shaping and enactment of their CS instructional systems, efforts districts make to have these leadership roles create impact within these systems, and the tensions associated with these processes. Through in depth analysis of five district case studies, our findings highlight variance around the nature of leadership roles , how access to leadership roles is structured, student autonomy within and ownership over leadership roles, how roles reach into and index differential power over instructional systems , and how district processes of scaffolding and infrastructuring mediate the ultimate impact that students in these roles are able to have on CS instructional systems. Findings also surfaced ways that district actors dealt with a number of tensions associated with student leadership within CS instructional systems. This study provides educators, administrators, and researchers with an expansive view of the potential for students to play legitimate roles within the context of system-wide instructional efforts around CS, and aims to expand conceptions of ‘equitable computer science’—up to this point largely conceived of through the lenses of access to, participation in, and experiences of CS learning—to focus on equity as also being about who has ‘a seat at the table’ when it comes to CS.

Reforming Teacher and Leader Preparation to Improve Instruction and Schooling for Students With Disabilities: The CEEDAR Way

Effective preparation systems are critical for preparing teachers and school leaders who have the knowledge and skills to educate students with disabilities to achieve college and career ready standards. These systems must provide teachers and leaders with effective practice-based opportunities to learn about evidence-based and high-leverage practices in their initial preparation and throughout their careers. Creating such systems, however, depends on comprehensive systems change where aligned research-based policy and preparation/induction practices are implemented in higher education and k-12 schools. This article describes the ingredients of effective systems change, and how the CEEDAR Center TA approach is informed by implementation drivers, as articulated by the National Implementation Research Network. The outcomes achieved by the Center thus far are also articulated as are challenges encountered.

Building a Model of Advocacy: Improving the Dementia Capability of Managed Care Health Plans in California

Given the growing prevalence of Alzheimer’s Disease and related dementias, and the intensity of this population’s care needs, it is imperative that health plans (HPs) increase their dementia-capability. The Dementia Cal MediConnect (Dementia CMC) project proposes an innovative model of health care advocacy that can create dementia-capable systems change. The Dementia CMC project was a partnership (2013 – 2018) between local Alzheimer’s organizations and ten managed care HPs in California. It used the following model of health care advocacy: 1) Identify dementia-capable best practices to set as systems change indicators; 2) Identify and leverage public policies in support of systems change indicators; 3) Identify and engage champions; 4) Develop and advocate for a value and business case to improve dementia care; 5) Identify gaps in dementia-capable practices; 6) Provide technical assistance, tools, and staff training to address the gaps in dementia-capable practices; and 7) Track systems change. Systems change data was collected through participant observation with HPs and interviews with key informants. HPs reported making systems changes toward more dementia-capable practices such as: better pathways for identification and diagnosis; better identification, assessment, support, and engagement of caregivers; and improved systems of referral to Alzheimer’s organizations. Some indicators of systems change were inconclusive as a result of variability in HP practices and the lack of common record systems between HPs and providers. The application of this advocacy model has led to systems changes that can be replicated to improve care for people living with dementia and their caregivers.

Striving for Justice

Black ministry has historically found itself at the intersection of theology and racial justice. In this dialogue, a group of people, both ordained and lay, discuss their work in the Methodist Church in Great Britain, taking a deep look at self and system through the lens of justice and inclusion. The Methodist Church has a long history of grappling with issues of (racial) justice. In 2019, at a Racial Justice Symposium convened by the Methodist Church, participants engaged in an awareness-based systems change process to take a deep dive into what it means to shape inclusive community. Theory U (Scharmer 2016, 2018; Scharmer & Kaufer, 2013) provided the overarching framework and key principles for this journey of co-inquiry.

Journal of Awareness-Based Systems Change

The editorial of this second issue of the Journal of Awareness-Based Systems Change is entitled "Moving from Transactional to Rational," which we read as one of the central themes running through all of the contributions in this issue. In amplifying the voices of the authors, we contend that we have been confined and restrained by western and hegemonic notions of rationalism, reductionism, empiricism, mechanism, dualism, and causality for too long. Speaking from a relational body of knowing the various contributions assembled here represent attempts to reevaluate the ontological and epistemological positions and foundations that make up the fabric of social institutions and systems. They also suggest ways forward that hold the potential to tap into and activate the transformative potential that lies within people and systems.

Awareness Based Systems Change and Racial Justice

In my years working as a racial justice lawyer I came to realize that the law, while an incredibly important part of the work, is too blunt an instrument for the work of opening people’s hearts. What awareness-based systems change, and Theory U in particular, has to offer is a framework and method for doing this subtle work. In this piece I describe the ways in which this approach can serve as a powerful tool in the transformation of systemic and structural violence through its core movement of turning the beam of observation back on self and system with open-mind (curiosity), open-heart (compassion) and open-will (courage). If structural violence is a series of societal agreements to not pay attention to a set of people we deem less human than ourselves, as I believe it is, then what does it mean to cultivate a quality of attention that redresses these agreements? Not averting our eyes from the systemic racism that shapes our collective existence is core, as is witnessing with a tender heart. Then connecting the tender heart to effective action means acting with understanding of the urgent need to see from the whole, which cannot exclude anyone, especially people who have been marginalized. While you do not unmake centuries of injustice and violence by paying attention with an open-mind, heart, and will, you do help the social body in the room become more effective at the thing they are trying to do - beginning to address centuries of injustice and violence. That is the potential of awareness-based systems change.

STEM Netweaver Dialogues: Creating, Designing, and Managing Transformative Networks

Network of STEM Education Centers (NSEC) convened three 90-min network learning dialogues with four leading experts in network facilitation, systems change, and STEM education reform.