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wims:teacher_scholar_cohort13_14 [2022/02/09 15:16] – old revision restored (2022/01/26 03:37) 138.197.181.193wims:teacher_scholar_cohort13_14 [2022/02/09 15:16] (current) – old revision restored (2022/01/26 03:32) 138.197.181.193
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 ===== Challenges ===== ===== Challenges =====
  
-While WIMS faculty understand the continuing--sometimes masked--challenges for women in science (who doesn't have a good story about that?), our students tend to be blissfully unaware.  There are general issues on campus with women's hesitation to take on leadership positions or be associated with anything for "women" (The dreaded "f-word".)+While WIMS faculty understand the continuing--sometimes masked--challenges for women in science (who doesn't have a good story about that?), our students tend to be blissfully unaware.  There are general issues on campus with women's hesitation to take on leadership positions.
  
-  * How can we make positive change across the campus?+  * These issues aren't isolated to WIMS; they're pervasive throughout W&L culture.  How can we make positive change across the campus?
  
   * How to teach persistence/following through?  There is a lot of failure and negative results in STEM.  How do we teach that that is okay?   * How to teach persistence/following through?  There is a lot of failure and negative results in STEM.  How do we teach that that is okay?
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 ===== Suggestions ===== ===== Suggestions =====
  
-==== Topic: Subtle Cues in W&L Culture ==== 
- 
-There are cues in W&L culture that help suppress women's leadership.  How can we address them in our courses? 
- 
-  * Use of the term "girls" rather than "women" 
-    * "guys" seems to be the male alternative that doesn't have an age implied 
-  * General anti-feminism culture 
-    * hesitation to use the word "women" in the name of a women's student leadership group 
 ===== Action Items ===== ===== Action Items =====
  
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   * Discussion leader: Lynn Chin, Sociology -- November 6   * Discussion leader: Lynn Chin, Sociology -- November 6
   * Starting discussion:   * Starting discussion:
-    * Should you assign roles to team members?  How should you create roles?  What should the roles be? +    * assigning roles 
-    * What are the tradeoffs when choosing the size of teams? +    * size of teams 
-    * How do we encourage leadership within the team? +    * leadership within the team 
-    * How do we encourage a sense of ownership to a team project? +    * sense of ownership 
-    * How do we define expectations of team work?+    * defining expectations
 ==== Leadership Roundtable Discussion ==== ==== Leadership Roundtable Discussion ====
  
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-===== Teamwork Notes from 11/6 ===== 
- 
-**Action Item:** Bring Lynny back in the winter term 
- 
-WIMS Teamwork Discussion 
-grading -- team assessments 
--- work as motivation to step up 
--- intermediate deadlines -- for evaluations 
--- rank order 
--- how well prepared -- 5-pt scale 
--- how much contribution 
--- how cooperative -- maybe we can get the survey from Lynny 
--- handle challenges in group 
-  -- learning how to navigate difficult team decisions 
--- how much should I intervene? 
---13 attendees 
-- why do people contribute? -- social status characteristic -- when things are uncertain and we don't know who can contribute best to the group goal 
--- letter for Lynny's second year review file 
-- status is a way of coordinating people's actions -- don't speak up because this is the way we're organiing the group 
--- how do you break it? 
-  --  competence is higher than status 
-  -- every part is important but different;  
- -- working on different things is harder to coordinate 
--- lessenedstill 
-- can't necessarily assign a leader with adults 
-- jigsaw method -- break up teams -- each assigned a role; talk together with all in that role 
-- rotating jobs? is that possible? 
-- easier to manipulate first-year students 
-- pairs?  
-- posture 
-- valuing different types, culture 
-  -- bring people in 
- 
--Frame suggestion so that they are listened to 
-  - are you willing to sacrifice for the group? "I think it's going to be better for the group ..."; "is the best solution for the group?" 
- - no relationship between dominance and competence 
- - give off aura of leadership 
- - same responsibility -- assign extra questions -- research this extra thing -- shows that they have extra competence 
- - they have this knowledge -- go listen to them -- stack in their favor 
--- maybe from a previous course? 
-- from office hours help session -- experts for the problem, moment 
-- if you get every person to say something the first day of class (if they don't say something the first day of the class they are unlikely to say something the rest ofthe class) 
- -allowing "pass" answers 
-- pass the marker to students 
-- group rewards, individual rewards, combination 
-- i had to take over everything 
-  -- to let go 
-  -- bring bossy kids together 
-  -- tell them about how not working together fails 
-  -- didn't trust--put in an effort 
-- tell anecdotes, frame 
  
 ===== Discussion/Comments ===== ===== Discussion/Comments =====
  
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