2022 Webinars

Departmental Action Leadership Institutes (DALIs): A scalable model for supporting departmental change efforts

Thursday, February 24, 2022 at 1:00pm PT | 2:00m MT | 3:00 pm CT | 4:00pm ET

Presenters: Joel C. Corbo, University of Colorado Boulder and David A. Craig, Oregon State University

How can individual departments gain expertise in leading change locally? The American Physical Society (APS) Effective Practices for Physics Programs (EP3) initiative aims to help physics programs respond to challenges with a collection of knowledge, experience, and proven good practice derived from the physics community and disseminated via the EP3 Guide. As part of this initiative, we are piloting Departmental Action Leadership Institutes (DALIs), which provide intensive support for departments in implementing changes to their undergraduate programs. In this presentation, we will describe the goals and structure of the pilot DALI, present some initial feedback from our participants, and provide opportunities for the audience to reflect on how this model might be useful at their institutions.

The Politics of Leading Change Panel Discussion

Tuesday, April 19, 2022 at 11:00 am PT | 12:00 pm MT | 1:00 pm CT | 2:00 pm ET

Presenters: Ande Durojaiye, Miami University Regionals, College of Liberal Arts and Applied Science; David Craig, Leadership Team of Effective Practices for Physics Programs & Associate Professor of Physics, Oregon State University; Susan Singer, Provost & Professor of Biology, Rollins College; and Gabriela Weaver, Assistant Dean for Student Success Analytics & Professor of Chemistry, Univ. of Massachusetts –Amherst

As change leaders, we often come up against challenges we call "politics". In this panel discussion, four leaders in a variety of academic positions across the country will break open the black box of how they approach political issues. This panel discussion is aimed a change leaders of all types in academia.

The Politics of Leading Change Informal Discussion

Friday, April 29, 2022 at 11:00 am PT | 12:00 pm MT | 1:00 pm CT | 2:00 pm ET

Presenters: Madhura Kulkarni, Northern Kentucky University and Gita Bangera, Bellevue Community College

As change leaders, we often come up against challenges we call "politics". This informal discussion follows a panel discussion with change leaders from across the country on April 19. We recommend that participants also take part in that discussion and review the Susan Elrod video on leadership moves below before participating in this informal discussion, but it is not required.

Defining Inclusive Teaching Practices

Thursday, May 12, 2022 at 9:00 am PT | 10:00 am MT | 11:00 am CT | 12:00 pm ET

Presenters: Melissa M. Haswell, Associate Dean of Science and Mathematics Division, Delta College; Iris Capdevila, EPFL; Sean Walker, Associate Dean, Natural Sciences and Mathematics, Professor of Biological Science, California State University Fullerton

Inclusive refers to any practice dedicated to improving diversity, equity, inclusion, and/or social justice in higher education. Are you interested in learning more about defining specific inclusive teaching practices and understanding how you can, or are, incorporating these practices into your own classes? Join us for a discussion on Thursday, May 12, 2022. This will be the first in a series.

Empowering STEM departments to enact change through the PULSE Ambassadors Program

Tuesday, September 27, 2022 at 10-11 am PT | 11am-12pm MT | 12-1 pm CT | 1-2pm ET

Presenters: Alix Fink; Sheela Vemu, Waubonsee Community College; and Nitya Jacob, Oxford College of Emory University

The PULSE Ambassadors Program is designed to inspire department-level transformation in STEM education through a two-day workshop with department faculty and follow-up support activities. A team of trained facilitators guides the department to build a shared vision for transformed undergraduate education by increasing ownership and collaboration in the visioning process. Rooted in biology-education reform efforts, the program supports departments across STEM disciplines and institution types as they undertake the challenge of providing equitable access to STEM education for all students. Participants in this session will learn about the goals, structure, and outcomes of the PULSE Ambassadors Program.

The PULSE Diversity, Equity, and Inclusion Rubric: A Resource for Departmental Self-Assessment

Tuesday, November 15, 2022 at 9:30 - 10:30 am PT | 10:30 - 11:30 am MT | 11:30 am - 12:30 pm CT | 12:30 - 1:30 pm ET

Presenters: Kate Marley, Doane College; and Pamela Pape-Lindstrom, Harford Community College

The Partnership for Undergraduate Life Sciences Education (PULSE) is a community of life sciences leaders committed to educational practices that best prepare undergraduate students to tackle 21st-century challenges. Recent events of violence, injustice, systemic racism, and the national movement to rethink how colleges and universities could address such inequities, has motivated PULSE to create the Diversity, Equity, and Inclusion (DEI) Rubric to complement the original five rubrics (Brancaccio-Taras et al. 2016). The DEI Rubric was created for STEM departments' self-assessment of DEI efforts via: review of their practices and pedagogies; initiation of dialogue about departmental and institutional equity gaps; and determination of a departmental consensus score for each rubric criterion. The DEI rubric is also applicable to non-STEM departments. In this session, presenters will describe the use of the DEI Rubric and participants will engage with the rubric and discuss how to enhance DEI work in their department.

Equity and care in departmental teaching evaluations: A Guided Discussion with Maha Bali

Friday, December 16, 2022 at 8:00 - 9:15 am PT | 9:00 - 10:15 am MT | 10:00 - 11:15 am CT | 11:00 am - 12:15 pm ET (75 min)

Presenter: Maha Bali, The American University in Cairo

We will be engaging in an interactive guided discussion on how instructors can incorporate equity and care into their teaching. How do you assess the success of this change, and how might this change influence the way that departments evaluate teaching, and the culture around what constitutes a good learning environment?

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