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PurposeAlthough allies have been shown to be effective at helping to ignite positive change for marginalized groups, the literature on ally identity development is fragmented. Design/methodology/approachWe draw from developmental, contextual, and identity theories to review the existing literature and focus squarely on the ally experience, resulting in a synthesized process-based conceptualization of ally identity development. FindingsAt each stage, we discuss intrapersonal experiences individuals are likely to have internally, interpersonal experiences that are likely to occur with others, and catalysts for progression to subsequent stages. In doing so, we outline the multilevel factors that influence and are influenced by ally development in hopes of identifying what motivates or dissuades individuals from becoming more active allies. Originality/valueWe provide practitioners and scholars with a deeper understanding of the organizational and societal benefits associated with allyship behaviors, as well as tools for increasing their presence within organizations. 

This Research Work-in-progress paper presents a project that intends to increase student engagement, retention, and success through the implementation of a faculty development program focused on implicit bias and active learning. To assess the extent to which the program resulted in transformative changes in instructor teaching, the project team conducted classroom observations using minute-by-minute environmental scans and the Classroom Observation Protocol for Undergraduate STEM (COPUS). The project team found that the COPUS could not capture all the behaviors that needed to be observed to assess the faculty development project. Thus, 12 emergent COPUS codes were developed to code the required behaviors. Each code is defined, examples are provided, and excerpts of classroom observations with and without the emergent COPUS codes are examined. The project team thinks the emergent COPUS codes, generally focused on faculty behaviors related to classroom climate, will be useful in other classroom observation projects.