What’s in a Seminar?

Keisling, B. A.; Bryant, Raquel; Fernández, Nadia; Arredondo, Mariela; Golden, Nigel

doi:10.1029/2020eo142460

Cited by 3 publications

(2 citation statements)

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“…This demonstrates how students were able to take on the role of "teacher" and "expert" in discussing DEI initiatives. Not only are students often on the receiving end of such initiatives, they are often leaders in developing new initiatives that serve historically excluded groups and aim to change or challenge institutional culture (e.g., Keisling et al, 2020;Guhlincozzi and Cisneros, 2021;Cisneros and Guhlincozzi, 2022;Valdez-Ward et al, 2023). This observation is directly linked to the BTM model of distributed leadership, where the student has just as much voice as the faculty member or administrator.…”

Section: Intergenerational and Interinstitutional Cohorts Enhance Lea...mentioning

confidence: 99%

Intergenerational Interventions to Cultivate DEI-Champions: Increased Resilience and Accountability Through “Shipboard” Experiences

Bryant,

Keisling,

Starks

et al. 2023

Oceanog

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We developed All-ABOARD (Alliance Building Offshore to Achieve Resilience and Diversity) to meet the ever-increasing needs of cultivating a diverse geoscience workforce. All-ABOARD incorporates the Be the Messenger theoretical framework in all programmatic aspects to encourage participants to think about their own identities, positionalities, and privileges. Drawing from US-based institutions, we recruited four teams of four to five members who spanned a spectrum of positionality and career stages. To evaluate the efficacy of the program, we collected both quantitative and qualitative data at different intervals to measure changes in participants’ understanding and perception of identity, culture, respect, and diversity. The year-long core programming included regular webinars via Zoom and an in-person retreat. We found that immersive experiences and intergenerational teams led to the cultivation of a strong identity as a DEI-champion, enhanced group cohesion, and promoted feelings of resilience among participants. Our participants reported they felt most accountable to themselves and their teams, and that learning was accelerated by bringing together teams from multiple institutions to collaborate across intergenerational boundaries. Our program provides a model for training DEI-champions in geoscience who can advance strategic objectives in their home environments and demonstrates how frameworks from the social sciences can be effectively leveraged to transform geoscience.

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Section: Intergenerational and Interinstitutional Cohorts Enhance Lea...mentioning

confidence: 99%

Intergenerational Interventions to Cultivate DEI-Champions: Increased Resilience and Accountability Through “Shipboard” Experiences

Bryant,

Keisling,

Starks

et al. 2023

Oceanog

View full text Add to dashboard Cite

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“…We see this as regenerative gatekeeping. The second example, rooted in research on the power of role models in STEM (Aish et al, 2018) and more broadly (Gibson, 2004), and maximizing their impact (Gladstone & Cimpian, 2021), comes from Keisling et al (2020) who describe graduate students taking over seminar planning responsibilities at the University of Massachusetts at Amherst to invite more diverse speakers. By rethinking gatekeeping, this example highlights the power of challenging the status quo maintained by senior faculty.…”

Section: Case Studiesmentioning

confidence: 99%

Rethinking Committee Work in the Research Enterprise: The Case of Regenerative Gatekeeping

et al. 2022

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The science, technology, engineering, and mathematics (STEM) research enterprise is slow to change (Behl et al., 2021;Morris, 2021), and as suggested by Marín-Spiotta et al. (2020), change will require reexamination of current policies, programs, and processes. Committees influence policies, personnel, funding, and as such, committee members serve as "gatekeepers," which deserves special attention in the Earth and space sciences. When members and/or entire committees work without interrogation of their values, ideas and perspectives, exclusionary practices and behaviors persist. Committees in the STEM enterprise have different goals and charters, and engage in the act of gatekeeping. Naturally the scope of the gatekeeping role varies widely because committee duties vary widely, and they are embedded in larger institutional and social systems.We, the Coastal and Ocean STEM Equity Alliance, propose a "regenerative gatekeeping" framework that integrates belonging, accessibility, justice, equity, diversity, and inclusion, and recasts gatekeepers as stewards rather than sentinels. We would like to imagine gatekeeping as more than a system that controls or limits access but rather as a process that cultivates "stewards of innovation" or "agents of change." As implied by its definition, regeneration alludes to frameworks that foster renewal, dismantling barriers (Berhe et al., 2021) and maximizing opportunities, and advancing beyond the current state. Regenerative gatekeeping has three components: self-assessing committees and their policies and practices, asking critical questions, and engaging in generative conflict. By "regenerative gatekeeping," we join others who propose recent qualifiers in other arenas in the United States, for example, restorative justice, transformative resilience, transformative justice (Kaba et al., 2018), generative conflict (Anderson, 2021), and emergent strategy/emergent design (Brown, 2017). This new framework will move us closer to the intentionality, accountability (Anderson, 2021), and clarity required to transform the STEM research enterprise. Given the foundational nature of committee service to the STEM research enterprise, we believe that embracing this new framework holds great untapped potential.

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The intersection of geoethics and diversity in the geosciences

Mogk¹

2020

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The geosciences (inclusive of geology, oceanography, atmospheric science and allied disciplines) have an ethical imperative to increase diversity in the profession. The diverse ways of exploring the Earth system, and the complexity of the grand challenges facing humanity living on Earth, require contributions of experience, skills, knowledge, and motivations from diverse populations. Diversity increases creativity and problem-solving abilities in working groups, and ultimately is important for the long-term health of the geoscience discipline, for contributions that impact the health and security of society, and for stewardship of the planet. Barriers and disincentives for people from underrepresented groups (URMs) in the geosciences are identified, and interventions and remedies are recommended. Increasing diversity will take an all-discipline commitment by geoscientists and geoscience departments, companies and institutions. All people should have access and opportunity to pursue careers in the geosciences. Geoscientists have a responsibility to create work spaces that are welcoming, inclusive, safe and supportive.

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What’s in a Seminar?

Abstract: Graduate students at the University of Massachusetts Amherst redesigned their departmental seminar series to increase diversity, equity, and inclusion, and other institutions could do the same.

Cited by 3 publications

References 0 publications

Intergenerational Interventions to Cultivate DEI-Champions: Increased Resilience and Accountability Through “Shipboard” Experiences

Intergenerational Interventions to Cultivate DEI-Champions: Increased Resilience and Accountability Through “Shipboard” Experiences

Rethinking Committee Work in the Research Enterprise: The Case of Regenerative Gatekeeping

The intersection of geoethics and diversity in the geosciences

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