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Classroom-based teacher leaders assume a variety of roles includ- ing being a model of effective instruction and supporting others to improve instruction. However, some teachers may be reluctant to engage in novel pedagogies. In working with 34 experienced tea- chers in their final year of a teacher leadership fellowship, we developed a rehearsal activity toward the co-creation of principles for supporting reticent colleagues. Using thematic content analysis, we analyzed rehearsal scripts and subsequent discussion. We exam- ined what their rehearsals revealed about their perspectives on supporting reticent colleagues and how rehearsals can be used to build knowledge for leadership practice. We found evidence that considering realistic scenarios through scripting and rich discussion was a useful approach for supporting emerging leaders. Teacher leaders drew on their expertise to collectively develop three guid- ing principles for supporting reticent colleagues. We re-envisioned rehearsals to leverage the knowledge of experienced teachers and identified four components of effective rehearsal for building net- worked expertise. 

Higher education institutions around the globe have increasingly made the commitment to diversity. Instructors play an integral role in creating inclusive learning environments. Guided by sociopolitical perspectives on learning, we ask: How do higher education instructors conceptualize diversity? How do these conceptions inform curriculum and instruction? Interview data from 30 instructors teaching at minority-serving institutions in the United States revealed three distinct conceptions of diversity defined by variations in five aspects: student identities, intelligence mindset, pedagogical motivation, learning environment, and legitimized membership. The essentialist conception is based on students having inherently determinate traits described by preexisting universal categories. The functionalist conception differentiates students by academic performance. The existentialist conception acknowledges that students have unique experiences that impact the learning process. Our results indicate that while instructors acknowledge different student features and have varying understanding for why diversity is important, some conceptions of diversity do not necessarily suggest an inclusive culture. 

This report provides a broad overview of the 2019 Undergraduate Biology Education Research Gordon Research Conference, titled “Achieving Widespread Improvement in Undergraduate Education,” and the associated Gordon Research Seminar, highlighting major themes that cut across invited talks, poster presentations, and informal discussions.