Minute taker: Baylee

Review of Reading/Continuing Education (Krystal: 15 minutes)

• Reflection: 

  • Are we doing something that actually matters?

  • Future readings: Mentorship link — 3 Mentoring Underrepresented Students in STEMM: Why Do Identities Matter? | The Science of Effective Mentorship in STEMM 

• What do we do to hold ourselves accountable:

  • Subcommittee Check-ins during the larger group meetings

  • Transparency — minutes; departmental leadership accountability (seeing change put to action); holding a space to listen to stakeholders - are we representing what really matters to those who we are trying to help?; time in faculty meetings for updates - spreading word of initiatives and priorities (student reps?)

• Measuring Efficacy

  • Looking at disparities within the major - students dropping classes, joining/ leaving the major, research labs, resources

  • Research labs - diversity amongst labs, providing stronger resumes/ CVs for marginalized students; how aware are students of open lab positions? (posting openings, going to classes, etc.)

  • Number of grad student applicants from different backgrounds; post-application survey

  • Course evals including questions about the diversity of classes: materials, syllabi, topics, are faculty incorporating suggestions?, diverse voices

  • Measuring the change in the culture in addition to numbers (e.g., students, faculty, etc.)

  • Measuring engagement with the DEI webpage - traffic, time spent, using resources

    • Asking people if they’ve seen or are aware of the page; are those who are interacting the same people who are coming to UK; impact on decision to apply; including a link for feedback on the application; clarifying the departments - accessibility

Subcommittee Check-in (30 minutes)

• Transparency Committee

• Decolonizing the syllabi: 

  • Clarifying the committee’s goals; primary semester goal: find materials that faculty for core courses can use (POC authors, marginalized groups) - database for resources based on area

  • Possibilities for subcommittee: providing a service for first-time graduate students teaching training - constructing a syllabus; syllabus best practices; advertising during TA orientations; potential faculty involvement (discussions about syllabus wording); alternative writing assignments for SONA

  • By end of semester: Finding a library/ database of potential resources for core courses - presenting to faculty as recommendations; for each of the departments

  • Sharing resources for the BIPOC-authored psychology papers Google sheet

  • Feedback: consult with CELT; better utilizing syllabi to increase accessibility of courses - designing better syllabi, reducing extraneous language, making syllabi more useful for students

• Resources: 

  • Developing resources, template for website; categorizing resources

  • Feedback:Possibly reaching out to the Hive for technical help with the web resources tool

  • Goal: finished template/ developed list of resources

  • Developing Resource list

• Admissions

  • Clarifying the application process; information gathering — who is accepting students; application fee waiver; increasing access to needed information; accepted students day

  • More equitable interview processes; viewing applicants more holistically rather than just viewing GPA, GRE, etc.

  • Goal: Update the website; developing best practices for holistic application process

  • Leveling the playing field for transportation money for applicants — discussing with departmental leadership fee waivers, providing waivers for applicants with financial hardship

• Diversifying the Pipeline

  • Meeting Minutes

  • Course evaluation: compile items being used at other institutions; discussing how to disseminate this information

  • Psych Majors Canvas page: updating lab information - contact information, what research is currently being done

  • Psy-Chi: experiences with research labs and how that helps alumni to prepare for careers outside of academia

Open Forum (10 minutes)