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In which ways might we ...
-Hold ourselves accountable for creating inclusive classrooms and building student relevance

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Exploring Ideas and Solutions that are immediate, addressable, and capture the team's imagination
- develop a framework for how to accomplish stated challenge
- how do we know we accomplished it?
-develop a framework for ongoing conversations around DEI and ongoing PD in our department

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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...
- developing a framework and concrete activities to guide this work for our introductory bio sequence
-rolling out student surveys to assess their opinions and feelings of belonging in the sciences

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In addition to your feedback, we are looking for survey tools for students to gauge identity as a scientist and perceptions of the importance of diversity in science .

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Wouldn't it be nice ...
-If we built a departmental structure to advance equity and inclusion in our programs
-If we create a culture of personal relevance for all students in our courses

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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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(See timeline)

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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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If your team developed other Vision statement ideas that you may want to address at a later time, include them here

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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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Faculty time.
Network to hopefully find some pre-written survey questions

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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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(See timeline)

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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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Waverly, IA

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Sean Coleman
Associate Professor of Biology

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Professor of Biology, Neuroscience Program Coordinator

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Student Surveys

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Associate Professor of Biology

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I am glad you focused on a set of intro courses to begin the process of reflection. Definitely more feasible than the whole curriculum. Within the timeline, may I suggest bringing in others to help design the surveys for student feedback? Maybe your Institutional Research dept or Psychology to design those questions dealing with students' sense of belonging and identity as scientists?

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We (and others) have found that students' sense of belonging and evaluation of self-efficacy often DECREASE as they become more informed. I attribute this to them becoming more self-aware of what they don't know. This effect might make it difficult to evaluate the effectiveness of your plan.
Caroline Breitenberger

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Here are some possible surveys -these may not be exactly what you want, but let me know if you need more info!
Caroline (breitenberger.1@osu.edu)

Biology Self-Efficacy Scale | Baldwin, Ebert-May, & Burns (1998), and later references
Science Identity | Findley-Van Nostrand & Pollenz, 2016 used Chemers et al. 2011
Self-efficacy | Findley-Van Nostrand & Pollenz, 2016 used Williams & Deci 1996
Self-efficacy (science task) | Findley-Van Nostrand & Pollenz, 2016 used Chemers et al. 2011
Career  Expectancy | Stake and Mares (2001) modified by  Findley-Van Nostrand & Pollenz, 2016
Sense of belonging to (STEM) | Good et al 2012 used by  Van Nostrand & Pollenz, 2016 with STEM instead of math

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Make sure to put in for IRB approval if you want to publish your data. Sounds like a project that will be of interest to many!
Caroline Breitenberger

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We also find a drop in students' sense of self-efficacy during their fist year, but it tends to improve later. Can you follow up with these students in their second year somehow?