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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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In which ways might we ...

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

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Wouldn't it be nice ...

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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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We can solve this by... (with consideration of the pluses, potentials, concerns, and overcomes)

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Support and System Effects

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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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Exploring Ideas and Solutions that are immediate, addressable, and capture the team's imagination

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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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Needed to implement the solution

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Upload your timeline from Departmental Transformation Worksheet (at right)

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

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Persons responsible for making sure the action step gets done.

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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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"It always seems impossible until it's done."

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School of Nursing, Diversity, Advocate College of Science and Health

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"Waiting to travel."

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Speech Language Pathology Program, Clinical Assistant Professor

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"Live, laugh, and love."

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​Suzanne Williams, Ph.D, CCC-SLP received her Doctor of Philosophy degree at the University of Illinois at Chicago, Master of Science degree at University of Wisconsin-Milwaukee, and her Bachelor of Science degree from Syracuse University. She has worked as a Speech-Language Pathologist in the private and public-school systems, in both urban and suburban settings for over 20 years. Dr. Williams has provided diagnostic and intervention services to children and adolescents presenting with a myriad of communication disorders ranging in age from 3-18 years. Her teaching has focused on undergraduate and graduate courses in language development, introduction to communication sciences and disorders, and counseling.

Her research and clinical areas of interest include mothers' use of language, shared book reading, autism spectrum disorders, social cognition and its impact on reading comprehension, and executive functioning. Additionally, she has been actively involved with interprofessional collaboration with allied health professionals and general education teachers within the school setting. She is keenly aware of the importance of communicating with families regarding the impact of their child's communication disorder and assisting parents with strategies to employ within the home environment.

Ph.D, Special Education, University of Illinois at Chicago

M.S., Communication Sciences and Disorders, University of Wisconsin-Milwaukee

B.S., Speech-Language Pathology, Syracuse University

Certifications/Professional Affiliations

American Speech-Language Hearing Association -Certificate of Clinical Competence (CCC-SLP)

State of Illinois Dept. of Financial & Professional Regulation-Speech-Language Pathologist

School Service Personnel (Type 73)

National Black Speech Language Hearing Association

Service

ISHA Child Language Phonology Track Chair (2021-2023)

ISHA Diversity, Equity, and Inclusion Committee, Member

ISHA Evidence Based Practice Committee, Member

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Faculty A-Z | Faculty & Staff | College of Science and Health | DePaul University, Chicago

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​Suzanne Williams, Ph.D, CCC-SLP received her Doctor of Philosophy degree at the University of Illinois at Chicago, Master of Science degree at University of Wisconsin-Milwaukee, and her Bachelor of Science degree from Syracuse University. She has worked as a Speech-Language Pathologist in the private and public-school systems, in both urban and suburban settings for over 20 years.

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Speech Language Pathology Program, Director of Culturally and Linguistically Diverse Program in SLP, Clinical Associate Professor

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"Nothing happens unless first a dream"

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Elia Olivares, Ph.D., CCC-SLP received her Doctor of Philosophy degree at the University of Illinois at Chicago, and her Master of Science degree and Bachelor of Science degree at Illinois State University. She has worked as a bilingual Speech and Language Pathologist in Illinois primarily serving culturally and linguistically diverse children in early childhood, urban and suburban school district, university settings, and private practice. She is currently a Clinical Associate Professor and the Director of Culturally and Linguistically Diverse Program in Speech Language Pathology at the DePaul University Speech Language Pathology Program. She teaches Phonetics, Speech Sound Disorders, Language Disorders in Early Childhood, Language Disorders in School-Age Populations, and Cultural and Linguistic Diversity in Speech and Language Development and Disorders.

Her research interest areas include evidence-based assessment and intervention practices for culturally and linguistically diverse children; more specifically, childhood apraxia of speech assessment and intervention for bilingual (English/Spanish) children, language choice(s) among bilingual speakers, and social appropriateness and social effects of intervention as it pertains to bilingual children with CAS and their families.
Education

Ph.D., Special Education, University of Illinois at Chicago

M.S., Speech Language Pathology, Illinois State University

B.S., Speech Language Pathology, Illinois State University

Certifications

American Speech-Language Hearing Association (ASHA) - Certificate of Clinical Competence (CCC) in Speech-Language Pathology

State of Illinois Dept. of Financial & Professional Regulation, Speech Language Pathologist

School Service Personnel Certificate IL Type 73

Approvals

English as a Second Language Special Education

Bilingual Special Education Teacher-Spanish

Professional affiliations

American Speech-Language-Hearing Association (ASHA)

Illinois Speech-Language-Hearing Association (ISHA)

Council for Exceptional Children (CEC)

Courses taught

SLP 201 - Phonetics

SLP 320 - Speech Sound Disorders

SLP 402 - Cultural & Linguistic Diversity in Speech & Lang Dev & Disorders

SLP 410 - Research Methods​​​

SLP 421 - Language Disorders in Early Childhood

SLP 422 - Language Disorders in School-Age Populations

SLP​​ 462 - Assessment and Intervention of Youth Bilingual Children with Communication Disorders

SLP 464 - Assessment and Intervention of Bilingual Adults with Communication Science and Disorders

Selected publications

Olivares, E. & Lopez-Reyna, N. (2020). Intervention Models for the Bilingual and Monolingual Pediatric Population Diagnosed with CAS: A Systematic Literature Review. (in preparation)

Olivares, E. & Lopez-Reyna, N. (2020). Video Self-Modeling for Developing Bilingual Children Suspected or Identified with Childhood Apraxia of Speech, (in preparation)

Horton, R. & Olivares, E. (2020). Simulated Learning and Interpreted Encounters with Speech-Language Pathology Graduate Students. (in preparation)

Service

American Speech-Language-Hearing Association Language and Learning in School-Age Children and Adolescents Committee (2015)

Illinois Speech-Language-Hearing Association-Multicultural Committee (2017-present)

ASHA Hispanic Caucus Member

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Faculty A-Z | Faculty & Staff | College of Science and Health | DePaul University, Chicago

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Elia Olivares, Ph.D., CCC-SLP received her Doctor of Philosophy degree at the University of Illinois at Chicago, and her Master of Science degree and Bachelor of Science degree at Illinois State University. She has worked as a bilingual Speech and Language Pathologist in Illinois primarily serving culturally and linguistically diverse children in early childhood, urban and suburban school district, university settings, and private practice.

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Challenges to change; denial of the need to integrate DEI into curriculum, policies and procedures

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Identifying similar minded colleagues, individuals with high expertise/specialists, DePaul OIDE, and university administrative leadership

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Wouldn't it be nice...if we are able to bring faculty together with buy-in, ownership, and accountability to build a unified team to support student success.

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In which ways...can we establish faculty buy in, ownership, accountability for DEI initiatives in order to begin dismantling pre-existing beliefs and values of historical systems so that we can reallocate power and advance a unified team with a shared vision of student success.

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We also discussed this problem and one idea we had was to start with our own classes and share the successes in our classes during departmental meetings. In this way, an imposition is avoided since we as humans tend to repel impositions.

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I think the idea of starting in your own classrooms is great! While many of our institutions need systemic change, we can also be proactive in getting the ball rolling in our own little corners. (M. Golay, Wartburg)

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I would agree with sharing the current success. I also found the rubric very useful to identify what is currently a positive in the department. It showed the improvement points quite easily and it would be great to do that as a full group.

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I would agree with sharing the current success. I also found the rubric very useful to identify what is currently a positive in the department. It showed the improvement points quite easily and it would be great to do that as a full group.

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External facilitators are often helpful in developing a shared departmental vision and action plan. PULSE Ambassadors can be an important resource. When coalition building, it can be helpful to link DEI goals to other imperatives, such as national reputation and student recruitment/retention

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This is a great vision statement! I think it would definitely be helpful to identify small courses of action that you can do just through the agency of your own team. That way you have clear action items that you can accomplish now and use as stepping stones towards greater change. - C. Manz

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Great Vision Statement! I always found that science people are persuaded by data, so any time you can bring data about your institution (grad rates, retention, etc) and published studies from the literature demonstrating effectives of changes (eg growth mindset), it helps bring along those who are unaware of the need and begin to reflect on what they can do. If you do most of the leg work in providing that information and examples of how to implement, it makes others less able to resist.

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David Kirkpatrick (University of Minnesota)

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David Kirkpatrick (University of Minnesota)

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Strong vision statement that addresses a significant, impactful concern.  I hope that you can identify ways to facilitate instructor/faculty buy-in for this, perhaps through support by  higher admin (e.g. partial leave-time, funding for incentives, etc). Good luck!

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Your vision and challenge statement are awesome. For our university, if I can tie an issue to funding or student retention/recruitment (funding), suddenly people listen. I know administrators will start listening and leaning on your leadership when you can tie this to expanded recruitment opportunities and retention of students. Here, we knew our students of color had reduced graduation rates--especially in biology. When we got called out on it, though, we started to see our role in reputation and funding loss. It is still a process...getting people who have the privilege not to "see" the need to dismantle pre-existing beliefs/historical systems to actually buy-in is a huge challenge, but administrators can push this heavily. :)