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The advancement of equity, diversity and inclusion in higher education is dependent on institutional culture changes in academia. Faculty equity, diversity and inclusion efforts must engage departmental leadership. The purpose of this paper is to describe the growth and expansion of the ADVANCE leadership program at the University of Washington (UW) for department chairs that was designed to provide department chairs the skills, community and information needed to be agents of change within the academy.

The paper chronicles the program’s growth from a campus-based workshop program to national workshops (LEAD) to a web-based toolkit (LiY!) to support institutions in running their own UW ADVANCE-inspired leadership workshops.

The paper demonstrates the success of each growth stage and the expansion of program impact.

The paper offers recommendations for growing a model from a local to national scale and adapting the described leadership development model at other institutions.

The paper shares a successful model for equipping department chairs to be advocates of gender equity, diversity and inclusion in STEM and to be change agents in higher education.

QuikScan is an innovative text format that employs three prominent signaling devices – summaries, headings, and access cues – to make the reading of medium‐to‐long texts more productive. The experiments reported in this paper aim to examine the claim that QuikScan contributes to text recall.

In two consecutive experiments a QuikScanned text (experimental condition) was compared to a non‐QuickScanned text (control condition). In Experiment one, 41 university students read the text and then answered ten open recall questions. In Experiment two, 58 university students read the text and then wrote a summary and answered four recall questions.

In Experiment one, a statistically significant overall effect on text recall favoring QuikScan was found. Detailed analyses revealed that QuikScan mainly affected the readers' responses to higher‐order questions (d = 1.24). Experiment two showed that QuikScan led to significantly higher recall scores for the summaries. Just as in the first experiment, a strong effect on the higher‐order questions was found (d = 1.27).

Further studies of QuikScan should include studies in naturalistic settings and should address selective reading and information navigation as well as text recall. SARA, a recent comprehensive theory of signaling, makes it possible to identify the individual functions of QuikScan's signaling devices and conduct revealing studies of QuikScan.

QuikScan and other innovations that improve the reading experience can potentially increase the willingness of readers to read longer documents.

QuikScan provides a unique combination of signaling devices. It can facilitate access and enhance text comprehension.