Improving Video-Conference Workshops through an Intersectionality Lens

Carol Elizabeth Marchetti; Margaret B. Bailey,; Caroline Solomon; Elizabeth Litzler; Sara Schley; Iris V. Rivero; Gloria L. Blackwell; Jessica Bennett

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 11
Tagged Divisions: Equity and Culture & Social Justice in Education Division (EQUITY)
Tagged Topic: Diversity
Page Count: 11
DOI: 10.18260/1-2--43608
Permanent URL: https://peer.asee.org/43608
Download Count: 204

Paper Authors

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Carol Elizabeth Marchetti Rochester Institute of Technology

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Dr. Carol Marchetti is a Professor of Statistics at Rochester Institute of Technology, where she teaches introductory and advanced statistics courses and conducts research in statistics education, deaf education, and gender equity in STEM.

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Margaret B. Bailey, P.E. Rochester Institute of Technology

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Professor Margaret Bailey, Ph.D., P.E. is a Professor of Mechanical Engineering within the Kate Gleason College of Engineering, Rochester Institute of Technology. Dr. Bailey teaches courses and conducts research related to Thermodynamics, engineering and public policy, engineering education, and gender in engineering and science. She is the co-author on an engineering textbook, Fundamentals of Engineering Thermodynamics, which is used worldwide in over 250 institutions and she is an author on over 95 peer-reviewed publications.

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Caroline Solomon

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Elizabeth Litzler University of Washington orcid.org/0000-0003-0626-8473

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Elizabeth Litzler, Ph.D., is the director of the University of Washington Center for Evaluation and Research for STEM Equity (UW CERSE) and an affiliate assistant professor of sociology. She has been at UW working on STEM Equity issues for more than 17 years. Dr. Litzler is a member of ASEE, 2020-2021 chair of the ASEE Commission on Diversity, Equity, and Inclusion, and a former board member of the Women in Engineering ProActive Network (WEPAN). Her research interests include the educational climate for students, faculty, and staff in science and engineering, assets based approaches to STEM equity, and gender and race stratification in education and the workforce. She was awarded the 2020 WEPAN Founders Award.

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Sara Schley Rochester Institute of Technology orcid.org/0000-0003-1327-4572

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Sara Schley is a Professor in the Masters in Secondary Science Education in NTID at RIT, and director of the Research Center for Teaching and Learning at NTID, where diverse teams of faculty and students conduct research to improve deaf education . She h

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Abstract

This paper reports on workshops developed as part of an NSF ADVANCE Partnership project focused on faculty salary equity titled Let’s Talk Money (LTM). The LTM workshops are conducted via video conferencing to a mixed audience of deaf, hard-of-hearing, and hearing participants from three partner universities. The aim is to train and support teams of administrators and faculty in using a collaborative process to build knowledge and understanding of the institutional compensation system, and take action to improve salary-related policies, perceptions, leadership skills, and community engagement. The workshops prepare the partner institutions to engage in salary equity efforts and demonstrate best practices in teamwork. Guiding principles used in creating the workshop content include - Collaboration between diverse stakeholders - Providing accessible and clear communication for all - Addressing and challenging “unstated assumptions” - Recognizing the emotions surrounding the subject of salary and equity Over the first year of the project, the workshops presented communication and facilitation challenges with this audience. American Sign Language (ASL) interpreting within multiple breakout rooms of mixed-hearing-status participants was of varying effectiveness, and workshop facilitators struggled to attend to requests regarding interpreting in real time. Formative assessment based on observations of the project evaluation team and open feedback channels with participants from our partner universities allowed us to quickly identify these problems and collaboratively determine ways to improve. Thus, revisions were made to the workshop design and “run of show” support documentation, including a backchannel communication method among the presentation team, reminders to enable auto-transcription as a backup for interpreting, and real-time checking on quality of ASL interpretation. These changes improved the workshop experience for all participants, not only those who are deaf or hard-of-hearing. Ensuring that communication is clear supports inclusivity for everyone while paving the way for full participation and richer discussions.

Citation
Format

Marchetti, C. E., & Bailey,, M. B., & Solomon, C., & Litzler, E., & Schley, S., & Rivero, I. V., & Blackwell, G. L., & Bennett, J. (2023, June), Improving Video-Conference Workshops through an Intersectionality Lens Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43608

TY - CPAPER
AB - This paper reports on workshops developed as part of an NSF ADVANCE Partnership project focused on faculty salary equity titled Let’s Talk Money (LTM). The LTM workshops are conducted via video conferencing to a mixed audience of deaf, hard-of-hearing, and hearing participants from three partner universities.
The aim is to train and support teams of administrators and faculty in using a collaborative process to build knowledge and understanding of the institutional compensation system, and take action to improve salary-related policies, perceptions, leadership skills, and community engagement. The workshops prepare the partner institutions to engage in salary equity efforts and demonstrate best practices in teamwork. Guiding principles used in creating the workshop content include
- Collaboration between diverse stakeholders
- Providing accessible and clear communication for all
- Addressing and challenging “unstated assumptions”
- Recognizing the emotions surrounding the subject of salary and equity
Over the first year of the project, the workshops presented communication and facilitation challenges with this audience. American Sign Language (ASL) interpreting within multiple breakout rooms of mixed-hearing-status participants was of varying effectiveness, and workshop facilitators struggled to attend to requests regarding interpreting in real time.
Formative assessment based on observations of the project evaluation team and open feedback channels with participants from our partner universities allowed us to quickly identify these problems and collaboratively determine ways to improve. Thus, revisions were made to the workshop design and “run of show” support documentation, including a backchannel communication method among the presentation team, reminders to enable auto-transcription as a backup for interpreting, and real-time checking on quality of ASL interpretation. These changes improved the workshop experience for all participants, not only those who are deaf or hard-of-hearing. Ensuring that communication is clear supports inclusivity for everyone while paving the way for full participation and richer discussions.
AU - Carol Elizabeth Marchetti
AU - Margaret B. Bailey, P.E.
AU - Caroline Solomon
AU - Elizabeth Litzler
AU - Sara Schley
AU - Iris V. Rivero
AU - Gloria L. Blackwell
AU - Jessica Bennett
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Improving Video-Conference Workshops through an Intersectionality Lens
UR - https://peer.asee.org/43608
DO - 10.18260/1-2--43608
ER -