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MWGP - Final Agenda with Session Descriptions for Participants

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MWGP - Final Agenda with Session Descriptions for Participants

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MWGP - 2021 Final Agenda with Session Descriptions for Participants

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We can solve this by...
Step 1: Engage stakeholders in a discussion about shared vision for building a curriculum map.
Pluses/Potential: Increase transparency for all, create pathway to streamlining curriculum in a financially challenging environment (declining enrollment, fewer faculty), center equity and inclusion, faciliate student transfers, increased recruitment and retention (important to admin), learning outcomes will be required for Higher Learning Commission

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Visit assigned posters and give feedback on positive aspects of the plan (pluses), the advantages or hidden opportunities (potentials), the concerns raised by the idea, and strategies for addressing the concerns (overcomes). Other questions, comments and suggestions welcome.

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In which ways might we gather information from instructors on their courses (which biology major learning outcomes they teach)?

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Wouldn't it be nice if the interdepartmental Biology Program developed a curriculum map with an equity focus and an accompanying plan for assessment and ongoing revision?

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Each team member should add a post (+) that includes your name & photo; then add one link to your university

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Needed to implement the solution

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Step 2: Create a survey based on bio learning objectives Pluses/Potential: Find out which outcomes are part of each course and level of depth

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Step 3: Using survey responses from instructors and students to build a curriculum map.
Pluses/Potential: transparency and accessibility

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Step 4: Solicit feedback and refine curriculum map
Pluses/potential: diversity of viewpoints, increased feedback

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Step 5: Assess whether students have achieved these outcomes
Pluses/Potential: Increased retention, identify areas of improvement in the curriculum; identify accommodations or workarounds

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Step 6: Revisit the curriculum map as courses evolve
Pluses/Potential: Maintain a living document/curriculum that can be continually improved

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https://drive.google.com/file/d/1U_W4A0irltgXGBNBHbr5wd3oaPwY53R8/view

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Support and System Effects

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-- More resources for inclusive teaching of Biology courses
-- More diverse faculty

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1B) Your vision statement: “Wouldn’t it be nice if…”.

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1B) Your vision statement: “Wouldn’t it be nice if…”.

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[Instructions - Visioning]
Brainstorm answers to the question, “Wouldn’t it be nice if…”.  Choose ONE idea and write it as a clear vision statement, completing the statement, Wouldn’t it be nice if…”.

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Upload your timeline from Departmental Transformation Worksheet (at right)

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Timeline: Download, work on this document, then upload your version in column 3A

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Timeline: Download, work on this document, then upload your version in column 3A

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[Instructions - Formulating the Challenge]
Goal: Using CPS strategies, formulate a challenge question in form of “In which ways might we…?” and exploring ideas and solutions in the form of "How can we solve this?"

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Time, money, facilities, training, or administration support; URLs, citations and people/programs to contact.

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https://bio.libretexts.org/Sandboxes/paula_at_elmhurst.edu/PULSE%3A_Midwest_and_Great_Plains_Region_Workshop_2021

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Welcome to the 2021 Midwest and Great Plains Summer Conference!

Making Department Change Happen: Fostering an academic culture to value diversity, equity, and inclusion. This virtual conference will include time and resources to help you start developing action plans focused on diversity, equity and inclusion related change for your department.

Our objectives for the conference include:

1. Developing strategies for departmental discussions on change.

2. Developing strategies of facilitative [or participatory] leadership that tap the diversity of insights, skills, and backgrounds within a team and that advance toward equitable collaborations.

To achieve these objectives we will work together and provide:

Resources to support departmental change related to diversity, equity and inclusion.

Skill development for facilitating the development of departmental action plans to enhance programs within their department with respect to diversity, equity and inclusion.

Group Norms for Conference participants:

1. Be present and be your best self.

2. Everyone has something to learn. No one is good at everything.

3. Everyone has expertise to offer and relevant strengths to bring to the group.

4. You have a right to ask for help and a duty to assist others in the workshop.

5. Be willing to experience a bit of discomfort; learning requires reaching beyond one's comfort zone.

6. Listen to others with the possibility of learning from them.

7. Science is a team sport. We need each other.

8. There is no "one-size-fits-all" approach

(norms 1-7 are adapted from IDEAL Center, Science Museum of Minnesota)
is a community of practice built around the implementation of Vision and Change recommendations in a 13-state region including IA, IL, IN, KA, MI, MN, MO, ND, NE, OH, OK, SD and WI. We have The PULSE Midwest & Great Plains Network 14 PULSE Leadership Fellows coordinating this network and hosting the Summer Conference, as well as a planning committee that includes previous conference participants. This virtual conference will include time and resources to help participants start developing Vision and Change action plans focused on Diversity, Equity and Inclusion related change for their departments, using facilitative leadership and creative problem-solving strategies.

The PULSE Midwest and Great Plains Regional Network is supported by NSF award #17 30553 RCN-UBE: Midwest and Great Plains PULSE Network - Building Institutional Capacity for Inclusive Excellence in Undergraduate Biology Education
Pre-Workshop Preparation Workshop Schedule Diversity, Equity, and Inclusion Rubric Creative Problem Solving Materials
Virtual Group Workspaces (Padlet and JamBoard)

Poster Session (Padlet)
Workshop Assessment

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PULSE: Midwest and Great Plains Region Workshop 2021

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Making Department Change Happen: Fostering an academic culture to value diversity, equity, and inclusion. This virtual conference will include time and resources to help you start developing action plans focused on diversity, equity and inclusion related change for your department. Our objectives for the conference include: Developing strategies for departmental discussions on change.

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[Instructions - Refining the Solution and Exploring Acceptance]  Goal: Refine your solution through consideration of pluses, potentials, concerns, and overcomes. Identify supports and system effects (dependencies and side effects) that could lead to acceptance of this solution.

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Persons responsible for making sure the action step gets done.

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[Instructions Planning for Implementation]
Goal:  Use strategies of creative problem solving to plan for solution’s implementation (Action Steps, Timeline, Resources, People)

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20 minutes to visit assigned posters and give feedback on positive aspects of the plan (pluses), the advantages or hidden opportunities (potentials), the concerns raised by the idea, and strategies for addressing the concerns (overcomes). Other questions, comments and suggestions welcome.   Full Poster Gallery here.

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https://www.gdcb.iastate.edu/people/sayali-kukday

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Biology Major - Objectives and Outcomes

All students majoring in Biology take a uniform set of basic courses followed by an individualized set of advanced courses. This sequence should ensure that all students, at a minimum, have knowledge of core concepts pertinent to all areas of biology, as described below, along with more specialized concepts from their advanced coursework, and can integrate these concepts to provide a robust understanding of biology as a science. Graduates of the Biology major will have core competencies relevant to practices in biology and specific sub- disciplines and to being educated, responsible members of society.

Core concepts for biological literacy
1. Evolution: the diversity of life evolved over time by processes of genetic change, diversification, and extinction.
Principles: The product of evolution is the amazing diversity of organisms present, both currently and in the past, on Earth. Species evolve over time, and new species can arise when allele frequencies change due to mutation, natural selection, gene flow, or genetic drift.

Students will be able to explain/apply:

the types of evidence that support the conclusion that evolution explains the diversity of life on Earth and reveal evolutionary relationships amongst groups of organisms.

how genetic variation amongst individuals arises in populations and how genetic variation affects survival and reproduction.

how changes in genes, and in aggregate genomes, can be applied to agriculture, industry, and medicine.

the phylogenetic relationships among groups of organisms at the large taxonomic scale, i.e., domains and kingdoms.

the vast range of biological diversity on Earth, both currently and in the past, as well as appreciate current threats to biological diversity.

2. Structure and function: basic units of structure define the function of all living things.
Principles: Biological structures exist at all levels of organization, from molecules to ecosystems. The physical and chemical characteristics of each biological structure influence its interactions with other structures as well as its function.

Students will be able to explain/apply:

the major types of molecules that make up living organisms and how these molecules enable life functions.

the structures found in cells and the functions of those sub-cellular structures.

the processes by which cells replicate to produce genetically identical, or genetically variable, daughter cells.

how groups of cells produce structurally distinct organs to carry out specific functions in multicellular organisms.

how the structure of organisms affects their ability to survive and reproduce, including interactions with their biotic and abiotic environments.

how the structures of populations, communities, and ecosystems affect species dynamics, survival, and ecosystem functions.

3. Information flow, exchange, and storage: context-specific expression of genetic information regulates growth and behavior of organisms. The phenotype of an organism is controlled by its genotype and the environment.
Principles: Organisms inherit genetic and epigenetic information that influences the location, timing, and intensity of gene expression. Organisms also acquire, use, and transfer nongenetic information.

Students will be able to explain/apply:

how organisms store genetic information and pass genetic and epi-genetic information from one generation to the next.

how non-genetic information is passed from one generation to the next.

how organisms control the expression of genetic information during development and ontogeny.

how organisms, tissues, and cells detect, process, and interpret information from the environment to modulate gene expression and to regulate physiological processes and behavior.

4. Pathways and transformations of energy and matter: biological systems grow and change by processes based upon chemical transformation pathways and are governed by the laws of thermodynamics.
Principles: Energy cannot be created or destroyed, but can be changed from one form to another. Matter cannot be created or destroyed, but can be changed from one form to another. Energy captured by primary producers is necessary to support the maintenance, growth, and reproduction of all organisms.

Students will be able to explain/apply:

how organisms obtain and use matter and energy to live and grow.

how organisms interact with the environment.

how matter and energy move through an ecosystem.

5. Systems: living systems are interconnected and interacting.
Principles: Biological molecules, genes, cells, tissues, organs, organisms, communities, and ecosystems interact to form complex networks. A change in one component of the network can affect many other components. Organisms have complex systems that integrate internal and external information, incorporate feedback control, and allow them to respond to changes in the environment.

Students will be able to explain/apply:

how organisms are composed of interacting systems with varying degrees of homeostasis.

how living systems, at levels of organization from the organism to the biosphere, are interconnected and interacting.

how systems change over time.

how living systems interact with non-living components of the earth.

the direct effects that biological diversity has on ecosystem services and humans.

how humans depend on ecosystems for their health and well-being.

--what effects humans have on ecosystems and what humans can do to mitigate negative impacts they have on ecosystems.

Core competencies and disciplinary practice
1. Ability to apply the process of science: biology is evidence-based and grounded in the formal practices of observation, experimentation, and hypothesis testing.
Students will be able to:

exhibit critical thinking and problem-solving skills.

distinguish among belief, opinion, fact, hypothesis, and theory and explain the process of inference, within the context of science.

describe and practice the scientific methods of observation, experimentation, hypothesis formulation, and hypothesis testing.

design experiments and interpret data.

obtain and evaluate information and information resources.

2. Ability to use quantitative reasoning: biology relies on applications of quantitative analysis and mathematical reasoning.
Students will be able to:

apply quantitative skills such as estimation, graphing data, statistical analyses, and analysis of large datasets.

evaluate and summarize experimental evidence, using quantitative or computational skills.

3. Ability to use modeling and simulation: biology focuses on the study of complex systems.
Students will be able to:

explain the basic components of models and explain the advantages and disadvantages of using models to address biological questions.

distinguish conceptual models, simulation models, model organisms, and model systems and describe their uses.

4. Ability to utilize, communicate with, and collaborate with other disciplines: biology is an interdisciplinary, collaborative science.
Students will be able to:

apply principles of the physical sciences and other disciplines to biological questions.

communicate science in multiple forms, including written, oral, and electronic, to diverse audiences.

5. Ability to understand the relationship between science and society: biology is conducted in a societal context.
Students will be able to:

communicate and apply biological principles and global perspectives in an ethical manner to issues in human society.
Biology objectives outcomes 2 May 2016 adopted 11 May (PDF)

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Biology Major - Objectives and Outcomes All students majoring in Biology take a uniform set of basic courses followed by an individualized set of advanced courses. This sequence should ensure that all students, at a minimum, have knowledge of core concepts pertinent to all areas of biology, as described below, along with more specialized concepts from their advanced coursework, and can integrate these concepts to provide a robust understanding of biology as a science.

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How can we determine if students are achieving the outcomes in each course or of the overall major with a focus on equity?

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In what ways might we engage stakeholders in building a curriculum map and in formulating DEI goals that are broadly accepted or agreed upon?

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How can we disseminate the information gathered (curriculum map, whether outcomes are being achieved) so that it is accessible to all? Use this information to generate action plans for curriculum improvement and change.

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Professor Coffman received his B.S. in 1986 from Iowa State University. In 1993 he received his Ph.D. from U.C. San Diego, where his mentors were William A. Harris and Christopher R. Kintner. He was a postdoctoral research fellow at Boulder CO from 1993 - 1997, where his mentor was Robert E. Boswell. Professor Coffman joined the faculty of Iowa State University in 1998 as an Adjunct Assistant Professor of Zoology and Genetics and continued that appointment in the Department of Genetics, Development, and Cell Biology, where he became an Assistant Professor in 2004 and then Associate Professor in 2011.

Research Description

My laboratory studies the regulatory networks governing cell migration and programmed cell death with the goals of better understanding how these processes contribute to metastatic cancer states and how they help shape the embryo during development. We use the germ cells of Drosophila melanogaster as a model. During development, the germ cells of this fruit fly actively invade and cross an epithelial layer, move over and through multiple types of mesoderm, and then colonize a distant site, the embryonic gonad. These migratory movements and the ability to colonize secondary locations are extremely analogous to metastatic cancer cells which leave the primary tumor and move to other locations. Careful regulation of programmed cell death is another common feature of developing germ cells and metastatic cells. In the case of developing germ cells, cells that reach the gonads survive while those outside of the gonads execute a cell death program. Metastatic cells must thwart a myriad of death signals in order to establish secondary tumors. We are using forward and reverse genetic approaches, plus the tools of molecular, cellular, and developmental biology to elucidate the signaling networks mediating these fundamental biological processes.

Publications

Shana K. Carpenter, Shuhebur Rahman, Terry J.S. Lund, Patrick I. Armstrong, Monica H. Lamm, Robert D. Reason, and Clark R. Coffman (2017). Students' Use of Optional Online Reviews and Its Relationship to Summative Assessment Outcomes in Introductory Biology. CBE Life Sci Educ. 16(2). ar23. doi: 10.1187/cbe.16-06-0205.

Emily R. Elliott, Robert D. Reason, Clark R. Coffman, Eric J. Gangloff, Jeffrey R. Raker, Jo Anne Powell-Coffman, and Craig A. Ogilvie (2016). Improved Student Learning Through a Faculty Learning Community: How Faculty Collaboration Transformed a Large Enrollment Course from Lecture to Student-Centered. CBE Life Science Educ. vol. 15 no. 2 ar22

Shana Carpenter, Terry Lund, Clark Coffman, Patrick Armstrong, Monica Lamm, and Robert Reason (2015). A Classroom Study on the Relationship Between Student Achievement and Retrieval-Enhanced Learning. Educational Psychology Review. Published online May 16, 2015.

Elizabeth A. Addis, Kathleen M. Quardokus, Diane C. Bassham, Nancy M. Boury, Clark R. Coffman, Jo Anne Powell-Coffman (2013). Implementing Pedagogical Change in Introductory Biology Courses through Faculty Learning Communities. Journal of College Science Teaching 43: 22-29.

Margaret M. Pruitt, Monica H. Lamm, and Clark R. Coffman (2013). Molecular Dynamics Simulations on the Tre1 G Protein-Coupled Receptor: Exploring the Role of the Arginine of the NRY Motif in Tre1 Structure. BMC Structural Biology 13 15.

Deepak Reyon, Jessica Kirkpatrick, Jeffry Sander, Dan Voytas, J. Keith Joung, Drena Dobbs, and Clark Coffman (2011). ZFNGenome: a Comprehensive Resource for Locating Zinc Finger Nuclease Target Sites in Model Organisms. BMC Genomics 12 83.

Angela R. Kamps, Margaret M. Pruitt, John C. Herriges, and Clark R. Coffman (2010). An Evolutionarily Conserved Arginine is Essential for Tre1 G Protein-Coupled Receptor Function during Primordial Germ Cell Migration. PLoS ONE 5 e11839.

Jo Anne Powell-Coffman and Clark R. Coffman (2010). Lack of Oxygen Aids Cell Survival. Nature 465 554-555.

Yukiko Yamada, Keri D. Davis, and Clark R. Coffman. 2008. Programmed Cell Death of Primordial Germ Cells in Drosophila is Regulated by p53 and the Outsiders Monocarboxylate Transporter. Development 135:207-216.

Paul Skoglund, Bette Dzamba, Clark R. Coffman, William A. Harris, and Ray Keller. 2006. Xenopus Fibrillin is Expressed in the Organizer and is the Earliest Component of Matrix at the Developing Notochord-Somite Boundary. Developmental Dynamics 235:1974-1983.

Yukiko Yamada and Clark R. Coffman. 2005. DNA Damage-Induced Programmed Cell Death: Potential Roles in Germ Cell Deveopment. Annals of the New York Academy of Sciences 1049:9-16.

Angela R. Kamps and Clark R. Coffman. 2005. G Protein-Coupled Receptor Roles in Cell Migration and Cell Death Decisions. Annals of the New York Academy of Sciences 1049:17-23.

Clark R. Coffman. 2003. Cell migration and programmed cell death of Drosophila germ cells. Annals of the New York Academy of Sciences 995:117-126.

Clark R. Coffman, Rachel C. Strohm, Fredrick D. Oakley, Yukiko Yamada, Danielle Przychodzin, and Robert E. Boswell. 2002. Identification of X-linked genes required for migration and programmed cell death of Drosophila melanogaster germ cells. Genetics 162:273-284.

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Professor Coffman received his B.S. in 1986 from Iowa State University. In 1993 he received his Ph.D. from U.C. San Diego, where his mentors were William A. Harris and Christopher R. Kintner. He was a postdoctoral research fellow at Boulder CO from 1993 - 1997, where his mentor was Robert E.

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https://www.gdcb.iastate.edu/people/jo-anne-powell-coffman

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Dr. Powell-Coffman currently serves as Associate Dean for Research in the College of Liberal Arts and Sciences.

Dr. Powell-Coffman joined the faculty at Iowa State University in 1998, and she served as the GDCB Department Chair from 2011 through 2018. Her research group at ISU has been supported by grants from the National Science Foundation, NASA, the National Institutes of Health, an Established Investigator Award from the American Heart Association and a Bailey Research Career Development Award. Dr. Powell-Coffman served as the GDCB ADVANCE Professor from 2007-2009 and was Chair of the Interdepartmental Genetics graduate program 2010 - 2011. She was selected to be one of the Founding PULSE Leadership Fellows in 2012 (Partnership for Undergraduate Life Sciences Education; www.pulsecommunity.org). Awards include the College of Agriculture and Life Sciences Faculty Award for Diversity Enhancement (2011) and the ISU Award for Early Achievement in Departmental Leadership (2015).

Research Program

The Powell-Coffman research group employs a powerful genetic model system, the nematode C. elegans, to study how animals sense and adapt to their environment. A central focus of the lab has been to identify and decipher regulatory mechanisms that enable adaptation to hypoxia (low oxygen). Using genetic strategies in C. elegans, the Powell-Coffman Lab has identified novel regulators of HIF-1 hypoxia-inducible factor and has gained important insights to the regulatory circuits that control this important transcription factor. The research group also investigates the mechanisms by which animals survive other stresses, ranging from hypergravity to reactive nitrogen species.

Teaching / Scholarship of Teaching & Learning

Dr. Powell-Coffman has taught introductory biology and upper-division and graduate level courses in the areas of genetics and developmental biology. Recent grant funded projects to advance student success include: (1) HHMI Science Education grants to increase student engagement in introductory undergraduate science courses; (2) a CIRTL ( https://www.cirtl.net) project to develop discipline-based learning communities for graduate students and postdoctoral fellows; and (3) an AAU-sponsored project to strengthen STEM education at ISU.

Selected Publications

McHugh, M, Williams, P, Verma, S, Powell-Coffman, JA, Robertson, AP and Martin RJ (2020) Cholinergic receptors on intestine cells of Ascaris suum and activation of nAChRs by levamisole. International Journal for Parasitology: Drugs and Drug Resistance 13: 38-50.

Addis, EA and Powell-Coffman JA (2018) Student and faculty views on process of science skills at a large research-intensive university. Journal of College Science Teaching Vol 47 pages 72-82

Saldanha, JN, Pandey, S, and Powell-Coffman JA (2016) The effects of short-term hypergravity on Caenorhabditis elegans. Life Sciences in Space Research Vol 10, pages 38-46

Elliott, ER, Reason, RD, Coffman, CR, Gangloff, EJ, Raker, JR, Powell-Coffman, JA, and Ogilvie CA. (2016) Improved student learning through a faculty learning community: How faculty collaboration transformed a large-enrollment course from lecture to student centered. CBE Life Science Educ. vol. 15 no. 2 ar22

Addis EA, Quardokus KM, Bassham DC, Boury NM, Colbert JT, Becraft PW, Coffman CR, Powell-Coffman JA (2013) Implementing pedagogical change in introductory biology courses through faculty learning communities. Journal of College Science Teaching Nov Volume 43, no 2.

Park, E.C., Ghose, P., Shao, Z., Kang, L., Xu, S., Powell-Coffman, J.A., and Rongo, C. (2012) EGL-9 Regulates Glutamate Receptor Trafficking in a HIF-Independent Manner by Modulating CDK-5 Phosphorylation of LIN-10. EMBO Journal 31: 1379-1393.

Powell-Coffman, J.A. and Qin H. (2011) Invertebrate AHR homologs: Ancestral functions in sensory systems. In The AH Receptor in Biology and Toxicolgy. Ed R. Pohjanvirta, Wiley & Sons pp 405-411.

Powell-Coffman, JA and CR Coffman (2010) Lack of oxygen aids cell survival. Nature 465: 554-555.

Shao, Z., Zhang, Y., Ye, Q, Saldanha, J. and Powell-Coffman JA (2010) C. elegans SWAN-1 binds to EGL-9 and regulates HIF-1-mediated resistance to the bacterial pathogen Pseudomonas aeruginosa PAO1. PLoS Pathogens, 6(8) e1001075

Powell-Coffman, JA (2010) Hypoxia signaling and resistance in C. elegans. Trends Endocrinol Metab. 21 (7):435-440.

Hoogewijs D, Terwilliger NB, Webster KA, Powell-Coffman JA, Tokishita S, Yamagata H, Hankeln T, Burmester T, Rytkönen KT, Nikinmaa M, Abele D, Heise K, Lucassen M, Fandrey J, Maxwell PH, Påhlman S and Gorr TA. 2007. From Critters to Cancer: Bridging trajectories between comparative and clinical research of oxygen sensing: HIF signaling and adaptations towards hypoxia. Integrative and Comparative Biology 47:552 - 577.

Powell-Coffman, J.A.. 2003. bHLH-PAS proteins in C. elegans. In, PAS Proteins: Regulators and Sensors of Development and Physiology (Editor S. Crews). Kluwer Academic Publishers. Norwell, MA. pp 51 - 68 .

Shen, C. and Powell-Coffman, J. A.. 2003. Genetic analysis of hypoxia signaling and response in C. elegans. Ann. New York Acad. Sci. 995: 191 - 199.

Jiang, H., Guo, R., and J. A. Powell-Coffman. 2001. The Caenorhabditis elegans hif-1 gene encodes a bHLH-PAS protein that is required for adaptation to hypoxia. Proc. Natl. Acad. Sci. U. S. A. 98: 7916 - 7921.

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Dr. Powell-Coffman currently serves as Associate Dean for Research in the College of Liberal Arts and Sciences. Dr. Powell-Coffman joined the faculty at Iowa State University in 1998, and she served as the GDCB Department Chair from 2011 through 2018.

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2021 ISU vision brainstorming - MWGP PULSE

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2021 ISU MWGP PULSE - formulating the challenge

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Upcoming external review (communicate that this is a path to increased student recruitment, student success, equity)
PULSE
Center for Excellence in Learning and Teaching
Center for Survey Statistics and Methodology

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time, buy-in, value of service/work, funding

cultural shift for program:  Teach students, not subjects (especially in intro-level courses)

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I think it is great you are taking a holistic view of the curriculum and seeking to have a better understanding of what is currently happening with the goal to make changes to it related to equity.

You mention equity occasionally, but I did not see it in my quick glance at the Biology Major Learning Outcomes. It seems you may need to first incorporate it into the outcomes and then complete your curriculum map/survey steps.

Also, taking steps to develop faculty buy-in and establish a departmental culture that values equity will be a necessary early step.

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David Kirkpatrick (University of Minnesota)

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David Kirkpatrick (University of Minnesota)

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Your overall goal is very expansive, but if you accomplish it there's a strong likelihood that it will have an impact on the groups you are targeting.  One concern I have is that it's a bit of an all-or-none proposition the way you have it outlined, and since the task is quite large, burnout before completion is a worry.  Is there a way that you can break it up into smaller, more easily achievable units, to keep everyone feeling positive and that you're moving forward during the process?

Good luck - a worthy goal to shoot for!

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Great ideas to move forward! I wonder if in 2B) Refining solutions, step 2 is followed by the matching to the larger programs? Step 5 could be measured after the rearrangement? 

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Great ideas to move forward! I wonder if in 2B) Refining solutions, step 2 is followed by the matching to the larger programs? Step 5 could be measured after the rearrangement? 

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We appreciate your long-term goal, but we wonder what is in your power to change in the short-term, vs this long term plan for implementing the very first step in your timeline. Are there smaller steps you can tackle as a department to reach any of your goals? We are also interested in any compensation for time invested?