Angelina E. Castagno is Professor and Chair in the Department of Educational Leadership at Northern Arizona University, USA.Anita Antoninka is Associate Research Professor in the School of Forestry at Northern Arizona University, USA.Catherine R. Propper is Professor of Biological Sciences at Northern Arizona University, USA.

“By amplifying the voices of faculty champions, this book demonstrates how faculty development and engagement can drive inclusive excellence and systemic change. Grounded in a robust Community of Practice model, it offers both emerging and established scholars a practical and inspiring framework for pursuing meaningful institutional change.” — Lorelle L. Espinosa, PhD, Program Director, Alfred P. Sloan Foundation“Equity by Design in STEM Higher Education underscores the critical role that faculty members play towards enacting sustainable systemic reform in STEM. The authors masterfully demonstrate how Communities of Practice can serve as a powerful mechanism to close the tenacious gap between intention and action towards the path to equity. This work powerfully demonstrates that equity by design requires diligent practice, consistent courage, and committed community. By humanizing the faculty experience, we are reminded that investing in inclusive, psychologically safe, and self-reflective learning experiences for faculty members and academic leaders is an investment towards the equitable STEM ecosystem we seek to build for students. This work promises to be a guiding light in times of uncertainty and an effective resource grounded in action and guided by values.” — Titilayo Omotade, PhD, Senior Project Director, American Association for the Advancement of Science“Equity by Design in STEM Higher Education offers a compelling, practice-grounded examination of how faculty communities of practice can drive meaningful and sustained institutional change. By centering reflection, accountability, and action, this volume moves equity work beyond aspiration and into daily teaching, mentoring, and leadership. It is an essential resource for STEM educators and academic leaders committed to student success and inclusive excellence.” — Travis York, PhD, Director, Center for STEMM Education & Workforce (CSEW), American Association for the Advancement of Science“Equity by design is not a slogan here—it is a method. This anthology shows STEM faculty learning in public, designing against gatekeeping, and building belonging through concrete action plans and communities of practice. It is the rare collection that treats systemic change as both object and practice.” — Jamaal Young, PhD, Director of Aggie STEM, Texas A&M University

• Chapter 1: Equity and Distinction in STEM Postsecondary Education: An Introduction to this Anthology of Practice (Brown and Castagno) Section 1: Classroom Praxis and Curricular Innovation Chapter 2: Is Grading Gatekeeping? Reimagining Power, Belonging, and Equity in STEM Classrooms (Gutilla) Chapter 3: Data Literacy for All (Winfree) Chapter 4: Whose Truth is More True?: Developing a Course to Bridge Western and Indigenous Sciences (Baze) Chapter 5: The Hidden Curriculum of Academic Integrity in the Age of AI (Anonymous) Chapter 6: Hiding in Plain Sight (Maggert) Section 2: Building Community and Structuring Belonging within STEM Spaces Chapter 7: Building Belonging in Engineering Education: Active Learning, Inclusive Teaching, and Structural Change in Engineering Faculty Practice (Dalal and Ross) Chapter 8: Belonging as Structure: A Case Study in STEM Undergraduate Peer Mentoring (Romulo, Bywater-Reyes, and Newman) Chapter 9: From Skepticism to Stewardship: Building Communities of Practice for STEM Equity (Anonymous) Chapter 10: Imperfect Ally: DEI, Generational Tensions, and the Struggle for Inclusive Science (Elkins) Section 3: Interdisciplinarity, Community Engagement, and Change in STEM Chapter 11: Unequal by Design: Rethinking Higher Education Beyond the Illusion of Change (Anonymous) Chapter 12: Food System Work as an Organizing Force for Equity-focused Interdisciplinary Collaboration at UNM (Stricker, Rowland, Gemrich, and Walsh-Dilley) Chapter 13: Building Accessible Pathways to Science Success for First Generation Students (Antoninka, Propper, and Whipple) Chapter 14: Culturally Responsive Evaluation of the Faculty Community of Practice (Swadener, Richter, and Arias) Chapter 15: Reflections on Critical Hope for Building Inclusive and Equitable STEM Postsecondary Pathways (Antoninka, Castagno, and Propper)

Angelina E. Castagno is Professor and Chair in the Department of Educational Leadership at Northern Arizona University, USA.Anita Antoninka is Associate Research Professor in the School of Forestry at Northern Arizona University, USA.Catherine R. Propper is Professor of Biological Sciences at Northern Arizona University, USA.

“By amplifying the voices of faculty champions, this book demonstrates how faculty development and engagement can drive inclusive excellence and systemic change. Grounded in a robust Community of Practice model, it offers both emerging and established scholars a practical and inspiring framework for pursuing meaningful institutional change.” — Lorelle L. Espinosa, PhD, Program Director, Alfred P. Sloan Foundation“Equity by Design in STEM Higher Education underscores the critical role that faculty members play towards enacting sustainable systemic reform in STEM. The authors masterfully demonstrate how Communities of Practice can serve as a powerful mechanism to close the tenacious gap between intention and action towards the path to equity. This work powerfully demonstrates that equity by design requires diligent practice, consistent courage, and committed community. By humanizing the faculty experience, we are reminded that investing in inclusive, psychologically safe, and self-reflective learning experiences for faculty members and academic leaders is an investment towards the equitable STEM ecosystem we seek to build for students. This work promises to be a guiding light in times of uncertainty and an effective resource grounded in action and guided by values.” — Titilayo Omotade, PhD, Senior Project Director, American Association for the Advancement of Science“Equity by Design in STEM Higher Education offers a compelling, practice-grounded examination of how faculty communities of practice can drive meaningful and sustained institutional change. By centering reflection, accountability, and action, this volume moves equity work beyond aspiration and into daily teaching, mentoring, and leadership. It is an essential resource for STEM educators and academic leaders committed to student success and inclusive excellence.” — Travis York, PhD, Director, Center for STEMM Education & Workforce (CSEW), American Association for the Advancement of Science“Equity by design is not a slogan here—it is a method. This anthology shows STEM faculty learning in public, designing against gatekeeping, and building belonging through concrete action plans and communities of practice. It is the rare collection that treats systemic change as both object and practice.” — Jamaal Young, PhD, Director of Aggie STEM, Texas A&M University

• Chapter 1: Equity and Distinction in STEM Postsecondary Education: An Introduction to this Anthology of Practice (Brown and Castagno) Section 1: Classroom Praxis and Curricular Innovation Chapter 2: Is Grading Gatekeeping? Reimagining Power, Belonging, and Equity in STEM Classrooms (Gutilla) Chapter 3: Data Literacy for All (Winfree) Chapter 4: Whose Truth is More True?: Developing a Course to Bridge Western and Indigenous Sciences (Baze) Chapter 5: The Hidden Curriculum of Academic Integrity in the Age of AI (Anonymous) Chapter 6: Hiding in Plain Sight (Maggert) Section 2: Building Community and Structuring Belonging within STEM Spaces Chapter 7: Building Belonging in Engineering Education: Active Learning, Inclusive Teaching, and Structural Change in Engineering Faculty Practice (Dalal and Ross) Chapter 8: Belonging as Structure: A Case Study in STEM Undergraduate Peer Mentoring (Romulo, Bywater-Reyes, and Newman) Chapter 9: From Skepticism to Stewardship: Building Communities of Practice for STEM Equity (Anonymous) Chapter 10: Imperfect Ally: DEI, Generational Tensions, and the Struggle for Inclusive Science (Elkins) Section 3: Interdisciplinarity, Community Engagement, and Change in STEM Chapter 11: Unequal by Design: Rethinking Higher Education Beyond the Illusion of Change (Anonymous) Chapter 12: Food System Work as an Organizing Force for Equity-focused Interdisciplinary Collaboration at UNM (Stricker, Rowland, Gemrich, and Walsh-Dilley) Chapter 13: Building Accessible Pathways to Science Success for First Generation Students (Antoninka, Propper, and Whipple) Chapter 14: Culturally Responsive Evaluation of the Faculty Community of Practice (Swadener, Richter, and Arias) Chapter 15: Reflections on Critical Hope for Building Inclusive and Equitable STEM Postsecondary Pathways (Antoninka, Castagno, and Propper)

Angelina E. Castagno is Professor and Chair in the Department of Educational Leadership at Northern Arizona University, USA.Anita Antoninka is Associate Research Professor in the School of Forestry at Northern Arizona University, USA.Catherine R. Propper is Professor of Biological Sciences at Northern Arizona University, USA.

“By amplifying the voices of faculty champions, this book demonstrates how faculty development and engagement can drive inclusive excellence and systemic change. Grounded in a robust Community of Practice model, it offers both emerging and established scholars a practical and inspiring framework for pursuing meaningful institutional change.” — Lorelle L. Espinosa, PhD, Program Director, Alfred P. Sloan Foundation“Equity by Design in STEM Higher Education underscores the critical role that faculty members play towards enacting sustainable systemic reform in STEM. The authors masterfully demonstrate how Communities of Practice can serve as a powerful mechanism to close the tenacious gap between intention and action towards the path to equity. This work powerfully demonstrates that equity by design requires diligent practice, consistent courage, and committed community. By humanizing the faculty experience, we are reminded that investing in inclusive, psychologically safe, and self-reflective learning experiences for faculty members and academic leaders is an investment towards the equitable STEM ecosystem we seek to build for students. This work promises to be a guiding light in times of uncertainty and an effective resource grounded in action and guided by values.” — Titilayo Omotade, PhD, Senior Project Director, American Association for the Advancement of Science“Equity by Design in STEM Higher Education offers a compelling, practice-grounded examination of how faculty communities of practice can drive meaningful and sustained institutional change. By centering reflection, accountability, and action, this volume moves equity work beyond aspiration and into daily teaching, mentoring, and leadership. It is an essential resource for STEM educators and academic leaders committed to student success and inclusive excellence.” — Travis York, PhD, Director, Center for STEMM Education & Workforce (CSEW), American Association for the Advancement of Science“Equity by design is not a slogan here—it is a method. This anthology shows STEM faculty learning in public, designing against gatekeeping, and building belonging through concrete action plans and communities of practice. It is the rare collection that treats systemic change as both object and practice.” — Jamaal Young, PhD, Director of Aggie STEM, Texas A&M University

• Chapter 1: Equity and Distinction in STEM Postsecondary Education: An Introduction to this Anthology of Practice (Brown and Castagno) Section 1: Classroom Praxis and Curricular Innovation Chapter 2: Is Grading Gatekeeping? Reimagining Power, Belonging, and Equity in STEM Classrooms (Gutilla) Chapter 3: Data Literacy for All (Winfree) Chapter 4: Whose Truth is More True?: Developing a Course to Bridge Western and Indigenous Sciences (Baze) Chapter 5: The Hidden Curriculum of Academic Integrity in the Age of AI (Anonymous) Chapter 6: Hiding in Plain Sight (Maggert) Section 2: Building Community and Structuring Belonging within STEM Spaces Chapter 7: Building Belonging in Engineering Education: Active Learning, Inclusive Teaching, and Structural Change in Engineering Faculty Practice (Dalal and Ross) Chapter 8: Belonging as Structure: A Case Study in STEM Undergraduate Peer Mentoring (Romulo, Bywater-Reyes, and Newman) Chapter 9: From Skepticism to Stewardship: Building Communities of Practice for STEM Equity (Anonymous) Chapter 10: Imperfect Ally: DEI, Generational Tensions, and the Struggle for Inclusive Science (Elkins) Section 3: Interdisciplinarity, Community Engagement, and Change in STEM Chapter 11: Unequal by Design: Rethinking Higher Education Beyond the Illusion of Change (Anonymous) Chapter 12: Food System Work as an Organizing Force for Equity-focused Interdisciplinary Collaboration at UNM (Stricker, Rowland, Gemrich, and Walsh-Dilley) Chapter 13: Building Accessible Pathways to Science Success for First Generation Students (Antoninka, Propper, and Whipple) Chapter 14: Culturally Responsive Evaluation of the Faculty Community of Practice (Swadener, Richter, and Arias) Chapter 15: Reflections on Critical Hope for Building Inclusive and Equitable STEM Postsecondary Pathways (Antoninka, Castagno, and Propper)