| NSF Org: |
RISE Integrative and Collaborative Education and Research (ICER) |
| Recipient: |
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| Initial Amendment Date: | March 28, 2017 |
| Latest Amendment Date: | March 28, 2017 |
| Award Number: | 1645299 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Brandon Jones
mbjones@nsf.gov (703)292-4713 RISE Integrative and Collaborative Education and Research (ICER) GEO Directorate for Geosciences |
| Start Date: | March 15, 2017 |
| End Date: | February 28, 2019 (Estimated) |
| Total Intended Award Amount: | $26,037.00 |
| Total Awarded Amount to Date: | $26,037.00 |
| Funds Obligated to Date: |
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| History of Investigator: |
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| Recipient Sponsored Research Office: |
426 AUDITORIUM RD RM 2 EAST LANSING MI US 48824-2600 (517)355-5040 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
1066 Bogue St, Room 538 East Lansing MI US 48824-1325 |
| Primary Place of
Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): | Integrat & Collab Ed & Rsearch |
| Primary Program Source: |
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| Program Reference Code(s): | |
| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.050 |
ABSTRACT
Part 2:
Women, people of color, LGBTIQA individuals, and people with disabilities continue to be underrepresented in STEM fields, including the geosciences. The lack of diversity and inclusion of people with different identities and backgrounds in the geosciences harms the profession, by failing to recruit, retain, and nurture the best talent, and create welcoming and inclusive environments where all staff can reach their full potential. The purpose of this study is to develop and test new methods for helping geoscientists become more actively inclusive of diversity in their profession. In particular, the study aims to create at least 10 three-person geoscientist change-teams who are trained to 1) recognize and manage their own implicit biases; 2) intervene as social justice advocates when witnessing the biases of others; and 3) target critical gatekeeping decisions as a strategy to transform their home institutions. To do so, the study proposes evidence-based professional development that uses active learning techniques and is carefully evaluated for efficacy. Change teams will attend a workshop that spans three days - one day of innovative methods to address each specific aim. Day 1 will give leading-edge perspectives on implicit bias to build self-awareness in a non-threatening manner, and provide a proven, flexible framework for empathy, motivation, and successful self-regulation. Day 2 will teach a ?social-closure? perspective on institutional exclusion, that focuses on key gatekeeping processes as inclusion/exclusion decision points (e.g., search committees, annual review, promotion, graduate admissions) and offers a coherent strategy to initiate and drive institutional change. Day 3 will build upon earlier awareness and motivational work to focus on practicing effective habits for bystander interventions. An innovative aspect of this training will be the creation of an immersive virtual environment of geoscience colleagues committing various microaggressions and acts of exclusion. The conversations among participants and avatars will be based on geoscience-specific interview data, and will provide participants with a safe space to actively practice effective interventions and create new habits that promote inclusion. The study will assess participants? knowledge and beliefs via surveys and interviews after the workshop over the span of a year, and will create and moderate a peer network for mentoring and continuing education.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
The GeoDES project's aim for intellectual merit was to test the effectiveness of an innovative way to teach geoscientists how to intervene in situations that help make their university geoscience departments more diverse and inclusive. Our recent publication in the Journal of Diversity in Higher Education showed that our program was effective at increasing our participants' self-efficacy for saying and doing things that push up against prejudicial practices in their workplaces (see Chen, Tutwiler, Jackson, 2020). Our publication also showed that, despite their gains in self-efficacy, there were no credible gains in their collective efficacy (i.e., their confidence in working together with their departments to achieve diversity, equity, and inclusion goals in their departments). This points to the need for further development of our program to target group practices rather than teaching single participants within a department. Our findings also showed that White faculty, male faculty, and faculty who are higher ranked felt less confident in addressing diversity, equity, and inclusion compared to faculty of color, women faculty, and more junior faculty. This points to the need for instructors to focus specifically on developing the efficacy beliefs of those who traditionally and historically have more institutional power (i.e., White men full professors). Although they have more power, they seem less likely to make bold moves due to their lower self- and collective efficacy.
Regarding broader impacts, the work we did in GeoDES seeded Mursion Inc.’s work in the area of diversity, equity, and inclusion, including several large corporate learning projects with companies such as T-Mobile (5,000 managers), LinkedIn (1,000 leaders), and PwC (20,000 leaders). Mursion is now working with nearly a dozen Fortune 1000 companies applying GeoDES-like simulations for people learning DEI. Also, GeoDES provided a three-day DEI workshop to 30 geoscientists along with a follow-up journal club. All these activities fostered new DEI-related networking among geoscientists and social scientists with ripple effects. For example, in February, 2018 one of our participants shared that he had used the techniques learned in GeoDES to advocate for creating a departmental code of conduct for field experiences. His department enthusiastically adopted that new code of conduct. Also, because he shared his successes with geoscientists in other universities, others were also able to make changes in their organizations.
Last Modified: 06/18/2020
Modified by: Brian J Teppen
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