Making departments diverse, equitable, and inclusive: Engaging colleagues in departmental transformation through discussion groups committed to action

Ormand, Carol J.; Macdonald, R. Heather; Hodder, Janet; Bragg, Debra D.; Baer, Eric M.D.; Eddy, Pamela L.

doi:10.1080/10899995.2021.1989980

Cited by 23 publications

(26 citation statements)

References 62 publications

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“…The first cohort participating in SAGE 2YC used face‐to‐face (F2F) to the most extensive degree, with most PD happening in‐person and virtual modalities supplementing intentionally designed on‐site PD. This learning for CAs in cohort 1 involved four multi‐day F2F workshops (mostly in the summer and lasting for about a full work week), a culminating F2F workshop equally intensive to the earlier summer sessions, and additional virtual activities (e.g., book discussions, journal clubs, and implementation groups) that took place throughout the academic year (Ormand et al., 2022).…”

Section: Documenting the Sage 2yc Pd Modelmentioning

confidence: 99%

Lessons from research and evaluation on faculty as change agents of teaching and campus reform

Bragg¹,

Eddy

Iverson

et al. 2022

New Drctns Community Coll

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This chapter presents research and evaluation results on the SAGE 2YC project's intentional focus on a cycle of change rooted in modeling evidence-based pedagogies and facilitating change in teaching and leadership among faculty peers on multiple levels. Based on five years of qualitative and quantitative data involving 40 community colleges and 80 full-time and adjunct STEM faculty, results showed that faculty change agents increased their use of evidencebased teaching and faculty leadership roles. Changes in pedagogy contributed to improved course completion rates and reduced equity gaps between demographically diverse student groups. Carefully honed professional development strategies offered valuable lessons on supporting faculty learning, scaffolding and sharing lessons learned among faculty peers, and faculty leadership of campus reforms.This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Section: Documenting the Sage 2yc Pd Modelmentioning

confidence: 99%

Lessons from research and evaluation on faculty as change agents of teaching and campus reform

Bragg¹,

Eddy

Iverson

et al. 2022

New Drctns Community Coll

Self Cite

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“…We believe Coordinated extends to creating environments and opportunities for diverse groups of people to actively work together. Geoscience departments can address these issues by actively engaging in campus communities and recruiting students (Ormand et al., 2021), showing diverse examples of geoscientists in academic environments (Schinske et al., 2016), engaging students in environmental justice and place‐based learning (Urgeoscience, 2020), and providing professional development for faculty tackling implicit bias, stereotype threat, and solo status (i.e., being the only member of a group) (CRLT, 2021; Sekaquaptewa & Thompson, 2002; Steele, 2010). Departments must also address historical inequities without solely relying on institutional policies.…”

Section: Using the Icon Model To Promote Diversity Equity Inclusion A...mentioning

confidence: 99%

Geoscience Education Perspectives on Integrated, Coordinated, Open, Networked (ICON) Science

Fortner

Manduca

Ali

et al. 2022

Earth and Space Science

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Practitioners and researchers in geoscience education embrace collaboration applying ICON (Integrated, Coordinated, Open science, and Networked) principles and approaches which have been used to create and share large collections of educational resources, to move forward collective priorities, and to foster peer-learning among educators. These strategies can also support the advancement of coproduction between geoscientists and diverse communities. For this reason, many authors from the geoscience education community have co-created three commentaries on the use and future of ICON in geoscience education. We envision that sharing our expertise with ICON practice will be useful to other geoscience communities seeking to strengthen collaboration. Geoscience education brings substantial expertise in social science research and its application to building individual and collective capacity to address earth sustainability and equity issues at local to global scales The geoscience education community has expanded its own ICON capacity through access to and use of shared resources and research findings, enhancing data sharing and publication, and leadership development. We prioritize continued use of ICON principles to develop effective and inclusive communities that increase equity in geoscience education and beyond, support leadership and full participation of systemically non-dominant groups and enable global discussions and collaborations. Plain Language SummaryThe Geoscience Education community describes the value, use, and future of ICON collaboration through three independent, community-produced commentaries focused on the practice of geoscience education; geoscience education research; and diversity, equity, inclusion, and justice.

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“…We urge readers interested in developing more diverse programs to explicitly consider an intersectional approach 1 Data collected from NSF Survey of Earned Doctorates 1990-2021. (Bernard and Cooperdock, 2018;Núñez et al, 2020;Ormand et al, 2021).…”

Section: Diverse Identities: Underserved Underrepresented and Interse...mentioning

confidence: 99%

Long-Term Retention of Diverse Paleontologists Requires Increasing Accessibility

2022

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Geoscience encompasses a variety of scientific subdisciplines aimed at exploring, understanding, and predicting global phenomena. Yet despite its global reach, the geosciences are the least diverse of the STEM disciplines. Paleontology, a subdiscipline which prides itself on unearthing the diversity of life, comprises no greater level of diversity among its researchers than geosciences overall. This deficiency is in direct opposition to the level of public interest generated by paleontological research. Paleontology has broad educational appeal and has been leveraged in various ways to promote STEM learning. However, despite this widespread interest, there is an overwhelming decrease in the diversity of participants in paleontology at increasing levels of academia. At each academic career stage, from undergraduate to tenured faculty, the number of underrepresented (URP) and underserved persons (USP) dwindles. Here we highlight and discuss barriers to access experienced by URP and USP researchers that hinder their ability to progress at every level of the academic journey post-K-12, focusing on the track to a tenured professorship. Neglecting to consider the unique barriers faced by URPs and USPs when developing curricula, building programs, and evaluating productivity perpetuates the chronic lack of diversity in paleontology, regardless of individual interest in pursuing a career in the field. We also suggest actionable items for instructors, as well as members of the scientific community in positions of power and policymakers. While the lack of diversity in paleontology is dire, the field is small enough that individuals have the potential to make a meaningful difference.

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Making departments diverse, equitable, and inclusive: Engaging colleagues in departmental transformation through discussion groups committed to action

Cited by 23 publications

References 62 publications

Lessons from research and evaluation on faculty as change agents of teaching and campus reform

Lessons from research and evaluation on faculty as change agents of teaching and campus reform

Geoscience Education Perspectives on Integrated, Coordinated, Open, Networked (ICON) Science

Long-Term Retention of Diverse Paleontologists Requires Increasing Accessibility

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