1 00:00:00,000 --> 00:00:29,920 Welcome to season two of the Poggle Podcast. 2 00:00:29,920 --> 00:00:34,480 I'm Matt Tarca, producer of the Poggle Podcast for the Poggle Project. 3 00:00:34,480 --> 00:00:39,200 Poggle stands for Process-Oriented Guided Inquiry Learning, a student-centered approach 4 00:00:39,200 --> 00:00:43,280 that guides students in constructing their own understanding of content and helps them 5 00:00:43,280 --> 00:00:49,120 develop important skills such as teamwork, communication, critical thinking, and problem 6 00:00:49,120 --> 00:00:50,120 solving. 7 00:00:50,120 --> 00:00:54,720 The Poggle Podcast is an ongoing conversation from the Poggle Project that celebrates innovative 8 00:00:54,720 --> 00:00:58,480 educators both in and out of the classroom. 9 00:00:58,480 --> 00:01:02,800 For our fifth episode this season, we will focus on the third of five strategic goals 10 00:01:02,800 --> 00:01:08,200 in the Poggle Project's strategic plan, which is diversity and inclusivity, guiding principles, 11 00:01:08,200 --> 00:01:10,680 and learning communities program. 12 00:01:10,680 --> 00:01:15,760 Today, co-host Alex Grouchal, who is a professor of chemistry at Rider University and sheriff 13 00:01:15,760 --> 00:01:20,560 of the Department of Chemistry and Biochemistry, interviews Poggle practitioners Dr. Teresa 14 00:01:20,560 --> 00:01:23,080 Bixby and Dr. Michael Bruno. 15 00:01:23,080 --> 00:01:27,840 Alex, Michael, and Teresa, thank you for being here today to discuss the importance of the 16 00:01:27,840 --> 00:01:28,840 strategic goal. 17 00:01:28,840 --> 00:01:38,880 And Alex, I will now pass the baton over to you. 18 00:01:38,880 --> 00:01:42,400 This season, we will explore the inner workings of the Poggle Project. 19 00:01:42,400 --> 00:01:47,560 The project, it turns out, is not just about creating materials and disseminating them 20 00:01:47,560 --> 00:01:50,000 to the broader educational community. 21 00:01:50,000 --> 00:01:53,720 There are many other activities that people in the organization undertake to promote the 22 00:01:53,720 --> 00:01:55,600 mission of the project. 23 00:01:55,600 --> 00:02:00,400 We'll talk to educators around the country who have worked to steer and shape various 24 00:02:00,400 --> 00:02:02,840 aspects of the Poggle Project. 25 00:02:02,840 --> 00:02:07,540 Through different episodes this season, listeners will learn about many opportunities to participate 26 00:02:07,540 --> 00:02:09,920 in the workings of the project. 27 00:02:09,920 --> 00:02:15,200 In this episode, we will discuss the work related to one area of our strategic plan, 28 00:02:15,200 --> 00:02:18,880 and that is focused on diversity, equity, and inclusivity. 29 00:02:18,880 --> 00:02:22,560 With me today is Michael Bruno and Teresa Bixby. 30 00:02:22,560 --> 00:02:27,480 Michael teaches at the North Carolina School of Science and Mathematics, and Teresa teaches 31 00:02:27,480 --> 00:02:29,960 at Lewis University in Illinois. 32 00:02:29,960 --> 00:02:30,960 Welcome to you both. 33 00:02:30,960 --> 00:02:32,960 Thank you, Alex. 34 00:02:32,960 --> 00:02:34,200 Hi, Alex. 35 00:02:34,200 --> 00:02:39,440 So in earlier episodes, we've discussed the working groups and how they stem from the 36 00:02:39,440 --> 00:02:45,680 strategic plan, and these working groups to get together at the PNM and continue working 37 00:02:45,680 --> 00:02:46,680 throughout the year. 38 00:02:46,680 --> 00:02:51,640 And so I want to start with the description of this particular working group. 39 00:02:51,640 --> 00:02:57,120 As one might expect, activities related to diversity and equity can be quite involved. 40 00:02:57,120 --> 00:03:01,080 Could you both explain your role in the project in this area? 41 00:03:01,080 --> 00:03:03,440 Teresa, let's start with you. 42 00:03:03,440 --> 00:03:08,800 Well, when you go to a PNM, you're invited to select which working groups you might want 43 00:03:08,800 --> 00:03:10,360 to work on. 44 00:03:10,360 --> 00:03:15,480 And diversity, equity, and inclusion was appealing to me as a thrust. 45 00:03:15,480 --> 00:03:20,380 So you check that box, and I was put on the working group. 46 00:03:20,380 --> 00:03:27,560 So you show up, and it's really about where do you think you can support the mission of 47 00:03:27,560 --> 00:03:32,600 Poggle, Poggle Project, in this area? 48 00:03:32,600 --> 00:03:38,800 And I think we, as a larger group, we had a lot of people the last time I was there, 49 00:03:38,800 --> 00:03:44,440 and we came up with a few goals, and then we decided to break into three pieces. 50 00:03:44,440 --> 00:03:51,680 So our piece is focused on really providing equitable pathways to leadership opportunities 51 00:03:51,680 --> 00:03:53,220 within the project. 52 00:03:53,220 --> 00:03:59,580 So we want to try to diversify what PNM looks like and how do we help practitioners or new 53 00:03:59,580 --> 00:04:07,080 practitioners or practitioners of underrepresented ethnicities become involved at that level. 54 00:04:07,080 --> 00:04:08,560 Okay, thank you. 55 00:04:08,560 --> 00:04:12,560 Michael, can you tell us a little bit more about what you've been involved with? 56 00:04:12,560 --> 00:04:18,760 Yeah, so I, in my third year on the steering committee, but I've been involved in the diversity, 57 00:04:18,760 --> 00:04:24,160 equity, and inclusion work that the project has been doing probably for the last five 58 00:04:24,160 --> 00:04:26,080 years in different iterations. 59 00:04:26,080 --> 00:04:31,280 And so I serve as the liaison to Theresa's working group, which is these professional 60 00:04:31,280 --> 00:04:32,880 learning communities. 61 00:04:32,880 --> 00:04:37,880 And my role there is really, I support the group and I support the work of that group, 62 00:04:37,880 --> 00:04:42,160 but I also liaise with the rest of the steering committee and the other working groups that 63 00:04:42,160 --> 00:04:44,480 are working on diversity, equity, and inclusion. 64 00:04:44,480 --> 00:04:47,360 And we have other areas that the project is focused on. 65 00:04:47,360 --> 00:04:53,040 As Theresa said, this group is, her group is really working on bringing, diversifying 66 00:04:53,040 --> 00:04:59,700 the leadership of the Poggle community, but we're also working on reaching communities 67 00:04:59,700 --> 00:05:03,800 that we haven't really been able to reach before through targeted workshops and getting 68 00:05:03,800 --> 00:05:11,740 other faculty interested in Poggle at universities that are serving minoritized students or universities 69 00:05:11,740 --> 00:05:19,560 that are primarily urban or first generation students trying to get the project to be more 70 00:05:19,560 --> 00:05:24,320 than sort of a typical liberal arts college experience that you might have. 71 00:05:24,320 --> 00:05:31,640 So we're working really hard on that, as well as working to network other practitioners 72 00:05:31,640 --> 00:05:32,640 together. 73 00:05:32,640 --> 00:05:35,920 And so it all, it all is a gigantic web. 74 00:05:35,920 --> 00:05:41,760 And one of the things, as Theresa said, the participants of the PNM who were interested 75 00:05:41,760 --> 00:05:43,920 in working on this was vast. 76 00:05:43,920 --> 00:05:48,900 And the scope of the project, diversity, equity, and inclusion is vast. 77 00:05:48,900 --> 00:05:56,160 And so it was vital that we broke into multiple working groups and that could interact with 78 00:05:56,160 --> 00:06:00,740 each other because this work is really systemic. 79 00:06:00,740 --> 00:06:09,200 The third area of programming for Poggle practitioners is to explore these ideas of diversity, equity, 80 00:06:09,200 --> 00:06:10,400 and inclusion. 81 00:06:10,400 --> 00:06:15,360 We've had some book clubs over the last several years to get practitioners thinking about 82 00:06:15,360 --> 00:06:23,080 how to look at an equity lens in their own classrooms in the context of being a Poggle 83 00:06:23,080 --> 00:06:24,080 practitioner. 84 00:06:24,080 --> 00:06:27,160 Sounds like a lot of work. 85 00:06:27,160 --> 00:06:33,360 I mean, we do, as you both said, we have a number of people who have participated in 86 00:06:33,360 --> 00:06:34,360 this work. 87 00:06:34,360 --> 00:06:40,760 You know, again, the work stems from the strategic plan, and that is a statement that this work 88 00:06:40,760 --> 00:06:42,360 is of value to the community. 89 00:06:42,360 --> 00:06:50,520 The fact that a number of people who get invited to the PNM want to participate in this work 90 00:06:50,520 --> 00:06:54,360 says that a lot of people have value this work. 91 00:06:54,360 --> 00:06:58,320 Is this something new to the project or has this been around for a while? 92 00:06:58,320 --> 00:07:00,760 Michael, you want to tackle that? 93 00:07:00,760 --> 00:07:04,040 Yeah, so I don't think it's new to the project. 94 00:07:04,040 --> 00:07:07,680 The project has been thinking about this, I think, since really the first strategic 95 00:07:07,680 --> 00:07:16,680 plan, but only within the last iteration of the plan has the real need for operationalizing 96 00:07:16,680 --> 00:07:20,920 this work has sort of come to the forefront. 97 00:07:20,920 --> 00:07:25,720 So we see that as the working groups have evolved and as the project has thought more 98 00:07:25,720 --> 00:07:35,080 deeply and more explicitly about how it can be more diverse, equitable, and inclusive, 99 00:07:35,080 --> 00:07:40,320 this work has grown and become more structuralized within the project. 100 00:07:40,320 --> 00:07:42,220 And that's why you see these learning communities. 101 00:07:42,220 --> 00:07:50,880 We see more formalized areas of the book club and, you know, we see a more focused and intentional 102 00:07:50,880 --> 00:07:53,200 work around this area. 103 00:07:53,200 --> 00:07:54,240 Okay. 104 00:07:54,240 --> 00:07:59,240 So a little while back, you worked with Gail Webster. 105 00:07:59,240 --> 00:08:04,400 She's another person in the POGLE community who's worked on these issues to develop a 106 00:08:04,400 --> 00:08:09,880 document called Guiding Principles for Diversity, Equity, and Inclusion in the POGLE Project. 107 00:08:09,880 --> 00:08:12,320 The document is prominent on the POGLE website. 108 00:08:12,320 --> 00:08:16,760 You can find it through the About POGLE Project page. 109 00:08:16,760 --> 00:08:22,080 Can you tell our listeners about this document and why you think this was important for the 110 00:08:22,080 --> 00:08:23,080 project? 111 00:08:23,080 --> 00:08:24,080 Yeah, of course. 112 00:08:24,080 --> 00:08:29,560 So the project really values inclusive learning environments for students and instructors. 113 00:08:29,560 --> 00:08:33,800 And when we looked at the strategic plan, which was to increase diversity and inclusivity 114 00:08:33,800 --> 00:08:39,440 of the POGLE community and the students it served, what we realized through these discussions 115 00:08:39,440 --> 00:08:44,680 at the PNM and through other working groups was that the project couldn't really attain 116 00:08:44,680 --> 00:08:52,880 these goals unless it took explicit steps, intentional, explicit, systemic, and ongoing 117 00:08:52,880 --> 00:08:57,720 steps to make sure that we were achieving our goals. 118 00:08:57,720 --> 00:09:03,680 Because we could talk about equity, diversity, and inclusion, but we really needed to do 119 00:09:03,680 --> 00:09:05,760 something to institutionalize it. 120 00:09:05,760 --> 00:09:10,320 And as we had these conversations and realized how important it was at every level of the 121 00:09:10,320 --> 00:09:19,200 project to be focused on making a diverse and inclusive environment in all aspects within 122 00:09:19,200 --> 00:09:23,880 the project leadership, within the project organization, within the activities, within 123 00:09:23,880 --> 00:09:30,520 the workshops themselves, we needed a document that guided everything that the project did 124 00:09:30,520 --> 00:09:36,640 so that we could look at what we were doing in all of these different areas and make sure 125 00:09:36,640 --> 00:09:41,600 that we were effectively applying principles of DEI. 126 00:09:41,600 --> 00:09:42,600 Okay. 127 00:09:42,600 --> 00:09:47,920 And, I mean, I say that it was you and Gail did this, but it wasn't just the two of you. 128 00:09:47,920 --> 00:09:53,800 I mean, this is part of like a working group sort of came and also did some work with this 129 00:09:53,800 --> 00:09:57,120 and sort of, you know, it met with approval at some point. 130 00:09:57,120 --> 00:10:00,840 It wasn't just the two of you just dropped this down and said, here, we're all good, 131 00:10:00,840 --> 00:10:01,840 right? 132 00:10:01,840 --> 00:10:02,880 No, absolutely not. 133 00:10:02,880 --> 00:10:08,360 So that came out of a working group from probably two or maybe even three years ago where we 134 00:10:08,360 --> 00:10:15,140 were discussing these ideas and coming up with ways to get down on paper what we needed 135 00:10:15,140 --> 00:10:18,480 to be doing as an organization. 136 00:10:18,480 --> 00:10:21,000 And so that came through many discussions. 137 00:10:21,000 --> 00:10:28,120 And Gail and I hammered out the final draft, but that went through the steering committee, 138 00:10:28,120 --> 00:10:31,640 that went through other parts of the Pogo community. 139 00:10:31,640 --> 00:10:36,160 We shared it out with other parts of the community for input once it was written. 140 00:10:36,160 --> 00:10:38,440 And so it was a real collaborative effort. 141 00:10:38,440 --> 00:10:39,440 Yeah. 142 00:10:39,440 --> 00:10:40,440 Okay. 143 00:10:40,440 --> 00:10:44,240 And I think that that's important for people to realize that none of these things just 144 00:10:44,240 --> 00:10:48,880 come from one or two people in the project. 145 00:10:48,880 --> 00:10:52,940 That a lot of these, a lot of things that come out are really team efforts with a lot 146 00:10:52,940 --> 00:11:00,400 of people thinking about many different aspects, you know, moving things forward. 147 00:11:00,400 --> 00:11:02,900 So Teresa, I want to turn it over to you. 148 00:11:02,900 --> 00:11:07,760 You're on the same working group, but you have a different focus, as you said earlier. 149 00:11:07,760 --> 00:11:12,400 Can you tell me a little bit more about your working on for the project? 150 00:11:12,400 --> 00:11:13,400 Yeah. 151 00:11:13,400 --> 00:11:22,480 The our portion of the working group felt that supporting that once we recruit other 152 00:11:22,480 --> 00:11:30,000 practitioners or new practitioners that might be underrepresented or serve underrepresented 153 00:11:30,000 --> 00:11:35,680 students perhaps, there are a lot of other barriers to them just coming to a workshop 154 00:11:35,680 --> 00:11:38,800 and there are barriers to them coming to workshops. 155 00:11:38,800 --> 00:11:43,880 But once they have come to a workshop, there's a lot of barriers to them sustaining their 156 00:11:43,880 --> 00:11:44,880 practice. 157 00:11:44,880 --> 00:11:50,960 So one thing that we thought that would be a support mechanism, I suppose, would be to 158 00:11:50,960 --> 00:11:56,840 create professional learning communities within Pogo for those new practitioners who maybe 159 00:11:56,840 --> 00:12:01,560 in the last one or two years have gone to a workshop and they're perhaps struggling 160 00:12:01,560 --> 00:12:08,080 because they're the only practitioner at their university or in their department. 161 00:12:08,080 --> 00:12:11,320 And we wanted to provide some kind of support network for them. 162 00:12:11,320 --> 00:12:18,240 So the learning communities pair one experienced practitioner as a leader of their community 163 00:12:18,240 --> 00:12:23,780 with four or five participants who are newer practitioners. 164 00:12:23,780 --> 00:12:30,640 And we're hoping to just give them an opportunity to talk with somebody and network with others 165 00:12:30,640 --> 00:12:36,800 and create that community, but also address any specific issues that they have with facilitation 166 00:12:36,800 --> 00:12:46,760 or connect them with other resources that we have, the optic, the activity clearinghouse, 167 00:12:46,760 --> 00:12:53,800 get them into the culture, I suppose, of Pogo and but also to allow Pogo project to expand 168 00:12:53,800 --> 00:12:57,040 its own culture to include more people. 169 00:12:57,040 --> 00:13:01,800 And once we support new practitioners and we include them in our community, we're hoping 170 00:13:01,800 --> 00:13:10,280 that they will come to PNM and really be sponsored into leadership positions throughout the steering 171 00:13:10,280 --> 00:13:17,400 committee, the NCAP committee that runs NCAP, any working group. 172 00:13:17,400 --> 00:13:24,400 We've just been talking about the impact that working groups have on the work of the project. 173 00:13:24,400 --> 00:13:29,080 So just having them making sure that they're included, but also welcome and that they feel 174 00:13:29,080 --> 00:13:33,880 comfortable when they come so that they're really a part of our community. 175 00:13:33,880 --> 00:13:41,400 So it sounds like the learning community project is almost based on mentoring, like new people 176 00:13:41,400 --> 00:13:48,080 who have been to a workshop or two, maybe, but want to do more. 177 00:13:48,080 --> 00:13:51,880 So this is partly a mentoring activity. 178 00:13:51,880 --> 00:13:57,440 So how did this sort of stem from diversity, equity and inclusion? 179 00:13:57,440 --> 00:13:59,880 And why is this important for the project? 180 00:13:59,880 --> 00:14:09,400 Yeah, I think our working group felt that one pathway to getting people to come into 181 00:14:09,400 --> 00:14:15,320 those leadership positions, right, if we want to diversify our leadership, was to make sure 182 00:14:15,320 --> 00:14:18,760 that they are welcome and feel included in the community. 183 00:14:18,760 --> 00:14:24,200 So if they're new practitioners and they don't have support at their institution because 184 00:14:24,200 --> 00:14:29,640 of resources or because they're the only one who's there, they're less likely to participate 185 00:14:29,640 --> 00:14:36,320 at PNM or go to NCAP or any of those things, or really to become a part of our tight-knit 186 00:14:36,320 --> 00:14:37,600 community that we have. 187 00:14:37,600 --> 00:14:38,600 We're very supportive. 188 00:14:38,600 --> 00:14:46,200 I think the thing that I love the most about Poggle is the community of like-minded educators. 189 00:14:46,200 --> 00:14:50,920 And there are a lot of other like-minded educators out there that just don't have the resources. 190 00:14:50,920 --> 00:14:57,440 So I think finding those new practitioners who don't have those resources and trying 191 00:14:57,440 --> 00:15:03,760 to help them, support them so that they see that we have resources to provide to them, 192 00:15:03,760 --> 00:15:13,440 it's a benefit to them, but also we get the benefit of their perspective and we broaden 193 00:15:13,440 --> 00:15:17,480 our community, our own community, and strengthen it in that way. 194 00:15:17,480 --> 00:15:26,360 So I think the more we can reach out and support those new practitioners, the more diversified 195 00:15:26,360 --> 00:15:30,240 and inclusive we will be in the future. 196 00:15:30,240 --> 00:15:37,200 And if I can add, Teresa spoke eloquently about what we're doing and it really ties 197 00:15:37,200 --> 00:15:43,640 back to our guiding principles that in order to support new practitioners and increase 198 00:15:43,640 --> 00:15:50,520 the diversity of the project, we need to be intentional, explicit, systemic, and ongoing. 199 00:15:50,520 --> 00:15:56,800 And this effort came out of that need to support that Teresa was talking about. 200 00:15:56,800 --> 00:16:01,800 We can't cultivate new practitioners without making sure that the project is devoting the 201 00:16:01,800 --> 00:16:04,280 time and effort to do that. 202 00:16:04,280 --> 00:16:05,280 Right. 203 00:16:05,280 --> 00:16:07,000 Yeah, that makes sense. 204 00:16:07,000 --> 00:16:13,080 So Teresa, can you tell our audience about this learning community project? 205 00:16:13,080 --> 00:16:14,080 What does it involve? 206 00:16:14,080 --> 00:16:15,080 What does it entail? 207 00:16:15,080 --> 00:16:17,360 Just in a minute or two there. 208 00:16:17,360 --> 00:16:23,760 Yeah, we're in the inaugural, the pilot version of the program right now. 209 00:16:23,760 --> 00:16:31,760 We had both leaders and participants apply over the summer and we sort of selected both 210 00:16:31,760 --> 00:16:34,400 leaders and participants and paired them up. 211 00:16:34,400 --> 00:16:40,680 So we have two learning communities that are based in higher ed and two learning communities 212 00:16:40,680 --> 00:16:43,840 that are a K-12 focus. 213 00:16:43,840 --> 00:16:50,720 And we're hoping that they meet on a semi-regular basis to support their practitioners, their 214 00:16:50,720 --> 00:16:54,480 new practitioners in whatever ways that they need support. 215 00:16:54,480 --> 00:17:01,440 So we have a loose set of programming so that the leaders have a little bit of support as 216 00:17:01,440 --> 00:17:10,360 well in what to help with, anything from preparing a POGAL activity for class so that facilitators 217 00:17:10,360 --> 00:17:16,320 know when to break out and how to report out and that sort of operational things, how to 218 00:17:16,320 --> 00:17:21,000 deal with team formation or switching teams. 219 00:17:21,000 --> 00:17:28,080 Anything from those things to getting observations to being paired with a content expert, right? 220 00:17:28,080 --> 00:17:30,680 Perhaps their leader is not a content expert. 221 00:17:30,680 --> 00:17:35,360 We can try to pair them up with somebody in their field to give them specific feedback. 222 00:17:35,360 --> 00:17:41,480 And then in the summer, next summer, after a year of maybe 10 one-hour sessions as their 223 00:17:41,480 --> 00:17:45,680 community to support each other, we're hoping that they come back. 224 00:17:45,680 --> 00:17:50,560 So if they participated all summer or all year through the academic year, we're hoping 225 00:17:50,560 --> 00:17:57,960 that they come back and participate in an advanced workshop, maybe a summer workshop 226 00:17:57,960 --> 00:18:00,200 or a writing workshop. 227 00:18:00,200 --> 00:18:04,760 And then if they stick around for maybe a second year, which we're trying to plan, then 228 00:18:04,760 --> 00:18:09,760 maybe after the second year, they come to PNM and really start to engage in the work 229 00:18:09,760 --> 00:18:10,760 of the project. 230 00:18:10,760 --> 00:18:11,760 Okay. 231 00:18:11,760 --> 00:18:18,520 So this is really a way for somebody who is new to the project, they've been to a workshop 232 00:18:18,520 --> 00:18:23,680 or they've done one of the virtual workshops and they want to get connected. 233 00:18:23,680 --> 00:18:28,720 And there's information about this sent out through the workshops, is that correct? 234 00:18:28,720 --> 00:18:32,320 So we did do some advertising through the workshops. 235 00:18:32,320 --> 00:18:36,320 The deadline for application was a bit early for all of them. 236 00:18:36,320 --> 00:18:42,240 So we had the POGO office send out an email, like an advertisement email to anybody who 237 00:18:42,240 --> 00:18:45,720 had taken a workshop in the last two years. 238 00:18:45,720 --> 00:18:51,340 And so it really is targeted for new practitioners to get some support in their first few years 239 00:18:51,340 --> 00:18:53,800 of implementation. 240 00:18:53,800 --> 00:18:56,800 Next year, it looks like we're going to be trying to start a little earlier. 241 00:18:56,800 --> 00:19:01,680 So we probably won't be advertising in the workshops as much, but we'll be advertising 242 00:19:01,680 --> 00:19:03,920 in the throughout the spring semester. 243 00:19:03,920 --> 00:19:04,920 Okay. 244 00:19:04,920 --> 00:19:09,040 So people should look for that if this seems like something they might want to get involved 245 00:19:09,040 --> 00:19:10,920 with. 246 00:19:10,920 --> 00:19:16,760 So we've discussed in previous podcasts, you know, the working groups do work somewhat 247 00:19:16,760 --> 00:19:17,760 independently. 248 00:19:17,760 --> 00:19:22,360 That is, they all meet during PNM, but they also do share ideas. 249 00:19:22,360 --> 00:19:26,760 And, you know, Michael, you alluded to the fact that your role is sort of to help be 250 00:19:26,760 --> 00:19:31,880 a liaison between, you know, different working groups and then the steering committee. 251 00:19:31,880 --> 00:19:37,480 Can either of you speak to the synergies of your work with other activities within the 252 00:19:37,480 --> 00:19:38,480 project? 253 00:19:38,480 --> 00:19:39,920 I'll let one of you jump in. 254 00:19:39,920 --> 00:19:41,120 I can jump in. 255 00:19:41,120 --> 00:19:48,520 The synergy happens not just with the sub working groups that are focused on equity, diversity 256 00:19:48,520 --> 00:19:53,780 and inclusion, but sort of throughout the whole project itself. 257 00:19:53,780 --> 00:19:57,880 We have a lot of discussion actually with the networks group. 258 00:19:57,880 --> 00:20:03,560 So there's a whole group that is focused on getting practitioners to network with each 259 00:20:03,560 --> 00:20:08,160 other in the form of social media and other groups. 260 00:20:08,160 --> 00:20:14,480 You may, listeners may not be aware we have a Poggle practitioners Facebook group where 261 00:20:14,480 --> 00:20:21,640 practitioners discuss everything from classroom management to new activity ideas. 262 00:20:21,640 --> 00:20:29,440 And so getting our targeted practitioners involved in these learning communities to 263 00:20:29,440 --> 00:20:36,560 get enrolled in those groups and learn more about what other working groups are doing. 264 00:20:36,560 --> 00:20:43,040 You know, the goal of these learning communities is to help support the practitioners not just 265 00:20:43,040 --> 00:20:49,440 through their first year or two of using this pedagogy, but also to help support them with 266 00:20:49,440 --> 00:20:51,280 the resources that the project offers. 267 00:20:51,280 --> 00:20:54,560 And so we have other working groups focused on activity writing. 268 00:20:54,560 --> 00:20:57,760 So the pack, the Poggle activity clearing house. 269 00:20:57,760 --> 00:21:03,800 And so we network with those groups to help support the learning communities to learn 270 00:21:03,800 --> 00:21:08,200 all of the ways in which the project can support their pedagogy. 271 00:21:08,200 --> 00:21:14,060 We also, Michael did a great job of sort of explaining how we connect to the other disparate 272 00:21:14,060 --> 00:21:19,080 working groups that sort of address the other goals of the strategic plan. 273 00:21:19,080 --> 00:21:25,760 And as you said, Alex, there are multiple sub working groups, I suppose, for the diversity, 274 00:21:25,760 --> 00:21:27,240 equity and inclusion. 275 00:21:27,240 --> 00:21:32,160 And one of the ones that we're the most tightly bound to is the targeted recruitment group 276 00:21:32,160 --> 00:21:35,640 that Joanne Roke is the chair of. 277 00:21:35,640 --> 00:21:45,360 So she is working to provide workshops for historically underrepresented practitioners 278 00:21:45,360 --> 00:21:47,720 and they're targeting that recruitment. 279 00:21:47,720 --> 00:21:54,200 And we've agreed to keep in contact with her team to make sure that we hold spots. 280 00:21:54,200 --> 00:22:00,240 So if she has participants in her workshops that would like to participate in the learning 281 00:22:00,240 --> 00:22:02,500 communities, they'll still have to apply. 282 00:22:02,500 --> 00:22:07,040 But we have spots specifically sort of held for those practitioners. 283 00:22:07,040 --> 00:22:08,040 Yeah. 284 00:22:08,040 --> 00:22:15,440 And actually we will be doing a podcast about the strategic collaborations a little bit 285 00:22:15,440 --> 00:22:20,880 later on, talking with Joan Roke and also Joyce Easter. 286 00:22:20,880 --> 00:22:24,660 So that was a little foreshadowing there. 287 00:22:24,660 --> 00:22:29,800 So I said at the beginning that much of the initial work of the working groups is done 288 00:22:29,800 --> 00:22:32,720 at the PNM. 289 00:22:32,720 --> 00:22:36,600 The PNM is just the starting place though. 290 00:22:36,600 --> 00:22:42,480 It's sort of where we operationalize the strategic plan and we focus the activities of the working 291 00:22:42,480 --> 00:22:43,480 groups. 292 00:22:43,480 --> 00:22:48,600 Can you tell me a little bit about what gets done throughout the year? 293 00:22:48,600 --> 00:22:54,080 I mean like with the learning communities, clearly you've sort of gotten those groups 294 00:22:54,080 --> 00:23:01,440 up and running and now it's up to the learning community leaders to sort of keep that rolling. 295 00:23:01,440 --> 00:23:05,840 But what other things do people in your working group do throughout the year? 296 00:23:05,840 --> 00:23:12,920 Right now our working group is focused on trying to figure out how successful the program 297 00:23:12,920 --> 00:23:14,640 is sort of as it's going. 298 00:23:14,640 --> 00:23:18,640 So we're collecting feedback from the leaders and the participants. 299 00:23:18,640 --> 00:23:23,720 We did that a few weeks ago and then we'll do it again midterm and we'll do it at the 300 00:23:23,720 --> 00:23:26,760 end of the year, at the academic year. 301 00:23:26,760 --> 00:23:28,000 And how to improve that. 302 00:23:28,000 --> 00:23:30,120 So we have already a lot of improvements. 303 00:23:30,120 --> 00:23:32,760 You try something, you learn something. 304 00:23:32,760 --> 00:23:38,400 But also looking ahead to if those participants want to stick around for a second year, what 305 00:23:38,400 --> 00:23:43,200 does that program look like in the second year of the learning community and are they 306 00:23:43,200 --> 00:23:47,280 going to participate with new practitioners or are they going to have their own team and 307 00:23:47,280 --> 00:23:53,920 how do we integrate those so that we really are strengthening those connections. 308 00:23:53,920 --> 00:24:01,480 So we're talking a lot about programming moving forward, making the current program even better. 309 00:24:01,480 --> 00:24:02,840 How do we get the word out there? 310 00:24:02,840 --> 00:24:06,800 How do we make sure we're supporting as many practitioners as possible? 311 00:24:06,800 --> 00:24:11,760 If someone's new to our POGLE community and maybe they're not connected yet to one of 312 00:24:11,760 --> 00:24:17,120 these learning communities or they've been using POGLE for a while but they haven't had 313 00:24:17,120 --> 00:24:23,280 a chance to go to a PNM but they're interested in issues of diversity and inclusivity, what 314 00:24:23,280 --> 00:24:26,280 can they bring to the table? 315 00:24:26,280 --> 00:24:33,000 Anything that you guys might be able to say about other opportunities? 316 00:24:33,000 --> 00:24:39,160 So there are many ways that practitioners can get involved in diversity and inclusion 317 00:24:39,160 --> 00:24:41,480 aspects of the project. 318 00:24:41,480 --> 00:24:48,440 We have currently we have a book club running where the practitioners are reading Zaretta 319 00:24:48,440 --> 00:24:52,360 Hammond's culturally responsive teaching in the brain. 320 00:24:52,360 --> 00:24:54,600 Having discussions on that. 321 00:24:54,600 --> 00:24:55,920 We have a series of E-Series. 322 00:24:55,920 --> 00:24:59,960 I believe that Theresa is involved in one of those E-Series so I'll let her talk about 323 00:24:59,960 --> 00:25:02,400 the E-Series that we're doing. 324 00:25:02,400 --> 00:25:09,960 Yeah, our next E-Series is about grading for equity and that's based on Joe Feldman's 325 00:25:09,960 --> 00:25:18,760 book Rating for Equity and Tina Hanson Lewis and myself are going to sort of approach formative 326 00:25:18,760 --> 00:25:24,760 feedback versus summative feedback and how do we incorporate grades in an equitable way 327 00:25:24,760 --> 00:25:26,680 in our classroom. 328 00:25:26,680 --> 00:25:28,800 So that's coming up in November. 329 00:25:28,800 --> 00:25:38,520 Okay, and the E-Series workshops, those are visible on the POGAL website so people can 330 00:25:38,520 --> 00:25:44,800 find out about those if they didn't get one of the emails from the POGAL project. 331 00:25:44,800 --> 00:25:50,440 So again, many of these activities are advertised in multiple venues. 332 00:25:50,440 --> 00:25:55,520 Again, so the regular email is saying what's coming up next in the POGAL project but then 333 00:25:55,520 --> 00:25:59,960 also you can find out about these things from the POGAL website. 334 00:25:59,960 --> 00:26:05,440 I think this has been really interesting because I think the work of the POGAL project in this 335 00:26:05,440 --> 00:26:13,200 area of diversity, equity, and inclusion, it mirrors things that are going on across 336 00:26:13,200 --> 00:26:19,320 the country, across higher education in particular, and the fact that we are paying particular 337 00:26:19,320 --> 00:26:25,320 attention to it just goes to show what the community values. 338 00:26:25,320 --> 00:26:30,360 And I really appreciate the time that both of you have taken discussing your experiences 339 00:26:30,360 --> 00:26:34,320 and your activity on behalf of the POGAL project. 340 00:26:34,320 --> 00:26:36,480 Thank you very much. 341 00:26:36,480 --> 00:26:37,480 Great to talk to you, Alex. 342 00:26:37,480 --> 00:26:38,480 Thank you, Alex. 343 00:26:38,480 --> 00:26:40,760 It was a pleasure. 344 00:26:40,760 --> 00:26:45,960 Please tune in to more POGAL podcasts later this season for more details on the activities 345 00:26:45,960 --> 00:26:52,120 of the POGAL project and how you can become involved in this community of practitioners. 346 00:26:52,120 --> 00:26:56,520 Thanks to all of you for listening to today's conversation on the POGAL podcast. 347 00:26:56,520 --> 00:27:01,760 For additional details on how you can engage with the POGAL project or its working groups, 348 00:27:01,760 --> 00:27:07,520 contact associate director Marcy Dubroff at marcy.dubroff at POGAL.org. 349 00:27:07,520 --> 00:27:13,680 That's marcy.dubroff at POGAL.org. 350 00:27:13,680 --> 00:27:17,940 The POGAL project is a 501c3 nonprofit organization. 351 00:27:17,940 --> 00:27:23,360 If you would like to make a donation so we can keep providing podcasts, low-cost workshops, 352 00:27:23,360 --> 00:27:30,480 and classroom materials, please visit www.pogal.org backslash donate. 353 00:27:30,480 --> 00:27:35,520 Intro and outro music of our podcast is produced by POGAL practitioner Wayne Pearson. 354 00:27:35,520 --> 00:27:40,920 Please join us next time where we discuss the fourth goal of POGAL strategic plan, assessment 355 00:27:40,920 --> 00:27:44,520 of POGAL learning environment via the Optic app. 356 00:27:44,520 --> 00:27:57,600 Until then, enjoy your week.