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Needed to implement the solution

1. Fall 2021:  Adding modules to introductory biology and take out content to make room.

120 instructors:  Ecology:  Amy, Sally, Steve. Cell: Martha, Sally, Kevin, Alex. Genetics: Lisa, Martha, Kevin, Alex. Evolution: Steve, Amy, Lisa

Modules to add:
Notetaking (follow-up note taking assignment) Day 1 and 2 (open note quiz after awhile)
Active Study Habits
Time Management
How to use course materials effectively (have students fill out study guides and give them to a partner and see if the partner can answer a question from their partner's study guide, turn in study guides) Amy--take notes on lecture material and take a quiz.  Swap the notes around.

2.  Debrief the 121 profs after 120--seeing what works and what doesn't and what needs to be reinforced.  January 2022

3.  Carry these ideas through the core.  Genetics:  group skills.  Cell:  Presentation skills.  2021 and beyond

4.  Advisee flow chart.  Fall 2021

5.  Give Grace a list of dates and she can send out reminders.  Fall 2021

6.  Flow chart of what to do if you are having problems. Put this on landing page in Canvas in 120.

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Resource: Student Success Center on campus

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Resource: Student Success Center on campus

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In this section:

We are a central place for career and academic success - your portal to educational and vocational engagement. Click on your respective link below to get started.

Looking to change your major? We can help.

Log into your My.Augie account and the form will be located on the right. If you are changing your major and have a specific faculty member you'd like to request as your advisor, please email the professor and copy The Student Success Center to obtain their consent. The Success Center will assign an advisor to you if you simply submit the form without taking this step. As always, if you have any questions on this process, please contact us. Travis Ahlers will be happy to assist you.

Connect with us on social media.

Follow @AugieSuccess

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Pathways for Student Success | Augustana University

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We are a central place for career and academic success - your portal to educational and vocational engagement. Click on your respective link below to get started. Log into your My.Augie account and the form will be located on the right.

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Resource: Office of Diversity, Equity, and Inclusion 

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Resource: Office of Diversity, Equity, and Inclusion 

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Students celebrate the Hindu holiday, Holi, at a campus event.

Our Mission

Augustana University's Diversity and Inclusion Office supports a community of learners who value and support diversity, cultural competency and multicultural education.

We provide institution-wide leadership, consultation and programming that promotes diversity as a means of achieving educational excellence and enhancing the quality of life for all members of our campus community. A primary goal of our office is to provide academic and cultural programming with personal support that in essence helps all to develop intellectual, social and leadership abilities with all aspects of diversity.

We welcome and embrace people from all walks of life to our campus community and whether you are a student, a member of our faculty and staff, an alumnus or a visitor, we want you to experience Augustana University as a place where you can just be who you are.

Willette Capers
Assistant Dean of Students for Diversity, Equity & Inclusion
605.274.4313
willette.capers@augie.edu

Connect With Us on Social Media.
AUdiversitySD

Follow @AUdiversitySD

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Augustana University's Diversity and Inclusion Office supports a community of learners who value and support diversity, cultural competency and multicultural education. We provide institution-wide leadership, consultation and programming that promotes diversity as a means of achieving educational excellence and enhancing the quality of life for all members of our campus community.

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Created by Alex Kloth and Carrie Olson-Manning

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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...

Add a skills component for each section and remove content to make room.  We will add one for each unit and share with each 120 instructor.  Note-taking, drawing, habits for creating routines (Google calendar), metacognition.

Make an improved "get-to-know-you" sheet and set up a list of dates to contact freshman advisees for encouragement.  Grace will send out calendar invites/reminders.

Button competition, give out buttons on donut day.

Refine donut day.  Make sure it is staffed all day and advertise heavily.

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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 incorporate pedagogy, departmental development, and advising techniques to make students feel a part of our department?

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Wouldn't it be nice if students felt like they belonged in the biology department?

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

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Support and System Effects

Assistors:  Billy Struefert, DE&I Office, Colin (ask for release time), Registar's office, standing department meetings (this should be on the agenda)

Resistors: Time

Have Grace help, bite off small chunks, make small goals

Effects:
We run out of time and can't follow through with our plan. Onboarding of transfer students (student mentors?)
Students might drop out in later biology courses, but we can test to see if this is true.

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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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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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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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Stephanie Bruggeman (& Ash); https://www.augie.edu/

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Elizabeth Blackburn and Jenny Gubbels!

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Steven Matzner

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Faculty mugshot

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Alex Kloth: Mm, brains.

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Great ideas, but I wonder if focusing on fewer of the skills, but over the course of the whole semester/year might work better than one-off modules.  (We've tried the "skills module" method with not much success!) Or perhaps "trial" all the modules in the first year and see which ones merit development in the future.  -- David Crowe, Augsburg

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I like that your plan is very achievable and possible to implement immediately.  A couple of questions: do you have buy-in from all faculty?  How will you ensure these are meaningful activities to the students, or get student buy-in?  Perhaps ask the students what will help them most?

If the end goal is "belonging," consider on what scale - individual classroom, class cohort (first-year, sophomore, etc.), department?  Can these "solutions" be implemented both within and across all scales?
-Lisa Raetz, Augsburg

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Great ideas... and I like that it can be immediately implemented. Do you have a way to assess whether these units are effective or not? I have done units similar to these in a College 101 course and they are a challenge to assess.

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Great ideas... and I like that it can be immediately implemented. Do you have a way to assess whether these units are effective or not? I have done units similar to these in a College 101 course and they are a challenge to assess.

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Thank you for a beautiful design. I value the visual impact. I think these are all very achievable and relatively easy to implement from the beginning. You may find there is current pedagogy or relationships already existing that work well at welcoming and encouraging students in your department...I'd encourage an assessment of those tricks, too. I do feel some of these are easy to check off a list--taught note-taking, check!--how will you all use this to create the "feel"
that is on-going and sustainable for your program that would truly make a student feel at home in your department? Perhaps things like encouraging journaling and drawing to welcome alternative ways of processing content could help offer formative assessment opportunities that also offer relationship-building between students and others blessed with differences from their own and with faculty.

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Beautiful and bold Padlet colors / design ...and action plan.  Helping students in develop college success skills is so important - almost everyone struggles a bit learning how to be successful in college - and building in structure to do this, especially in this time of starting college after an unusual high school experience (18 months of not having a lot of structure in some cases) might be just what is needed to thrive.

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Do you have any data, or a plan to get data, on how students feel about courses, belonging, and their ability to succeed in department/classes?