 Dr. Laura Schram, who is our Director for Professional and Academic Development at RACM. So Laura and I will be trading off throughout our session today, and I know we'll still have a few folks trickling in, but we have a lot of content, so we're just going to start right on time. We really want to thank everybody for, you know, taking the time for this session, this really important session today, especially on a Friday afternoon, and we're really looking forward to the discussions that we'll be engaging in. We have enabled the live transcript, so if you would like to turn that off, you have the ability to do so, but you should be able to access that on your screen at this time. So we will be delving more into our session objectives in a minute, but Laura and I first wanted to start just with a few discussion guidelines. So the first, you know, we really just wanted to acknowledge that we're all feeling an unusual amount of stress right now. It's hard to believe that it's been a year since our work really changed it pretty drastically in terms of format due to the pandemic. So we just asked that people continue to practice self-care and also care for each other during our discussions, whatever that might look like for you, whether it's stepping out of the session, whatever you might need to do. As far as Zoom guidelines, we will be using, we'll be monitoring the chat. So if you have any technical or audio or video challenges, please do feel free to chat us. Our colleague Heather Fuchs is also monitoring that as well, so we can make sure that everybody is able to access the material that you need to be accessing. We also will be asking that you mute your microphone, except when we ask you, when we invite discussion and questions. So there will be a couple of breakout discussions that we'll have today when you'll have the chance to engage with one another. And then we will save some time at the end for questions, but because we know that we do have so much to get through, we will use up the entire 90 minutes. And so we'll just ask that you make sure that you're muted until those kind of dedicated spaces. We always acknowledge that we're all learning, including facilitators. So none of us has really arrived as the expert in diversity, equity and inclusion. And so we hope that this will be a really wonderful learning opportunity for you, but we're also definitely learning as facilitators as well. We're all going to share responsibility for the discussion and hand in hand with that. We always like to say, please make space and take space. So what that means is if you're somebody who really contributes a lot to discussion, that's wonderful. And we really do want to hear from you and hear your contributions, but please do be thoughtful just to make sure you're creating space for your colleagues to contribute as well. And on the other side of that, if you're somebody who tends to hold back a little bit and let your colleagues speak first, I really do challenge you to speak up and give your contributions because they are so valuable. We ask that you carry lessons learned with you, but leave names and personal stories in this space. So this really goes holistically into a guideline just of confidentiality. You know, we will be going into group profile results from the IDI that everyone completed before attending today. So we just ask that you don't share those results out beyond this session. And, you know, along with that, of course, Laura and I will not be sharing those results either. And so if somebody shares something vulnerable or personal with you, again, take what you learn with you, but leave those names and stories in this space. Trust intent, but own impact. And what that means is if somebody says something that you find doesn't sit well with you or that you really, that really is problematic or might even be harmful, we first ask that you trust that they maybe had good and that they had good intent and didn't mean to say something harmful. But on the other side of that, if you are the person who said something that is brought to your attention, that it was harmful or problematic, please use that as a learning experience and really use that to move forward productively. And then lastly, we bold this because this is really important, but we just ask that everybody accept a lack of closure because really the work, we're going to be learning a lot today and engaging in really great discussion. But really when it comes to intercultural competence, the majority of the work is really going to take place after the workshop. So we just ask everybody to accept a lack of closure. So I mentioned that we would now go into just our session objectives for today. So the first is that, you know, we really will spend some time first developing shared definitions and understanding of what culture means. And that includes distinguishing between objective and subjective culture. So we'll really spend a decent amount of time on sort of shared definitions. We'll then move into defining intercultural competence. We've already said that term a few times, but we're going to transition into really delving into what does that mean and discuss why it's a critical link between diversity and inclusion. We'll discuss the intercultural development inventory as a useful tool in measuring and developing intercultural competence. We'll recognize characteristics of each orientation on the intercultural development continuum. And I also want to acknowledge that even though we sent out a video ahead of time, if this concept of orientation still feels a little bit abstract, we're going to be delving a lot more into what those five orientations are and what that really means along the continuum. And then finally, we'll be reviewing the Neuroscience Graduate Program group results and then discuss next steps for really developing intercultural competence as a community. So next, we want to highlight on this slide two goals for NGP, which really we hope will provide a helpful anchor for some of our discussion throughout our time together. So the first is to discuss how intercultural competence is a critical skill for both both personal and NGP program growth. And so before this workshop, we had sent out a table asking you to really reflect on your motivation, your goals surrounding attending the session and participating in the IDI effort through NGP. So we will be spending some time in our first breakout revisiting those reflections, but we'd really like to emphasize that this concept of intercultural competence or the capability of really shifting cultural perspective and appropriately adapting behavior to cultural differences and commonalities is really important both at the individual and the program level. So we'll really unpack that definition of intercultural competence in more depth in a few slides. And second, we really hope that you'll see this as the development of a foundational tool in your toolkit for creating an inclusive program climate. So you'll hear us refer to this metaphor of a toolkit a couple of times throughout the session, because this can also really be a helpful framework for thinking about the different points or orientations along the intercultural development continuum. So we'll be talking about the this concept of building out your toolkit a couple of times in a couple of different contexts. So as we mentioned, most of the work will really take place after the workshop, but we hope you'll leave feeling really well equipped to use these tools for building intercultural competence. So first, you know, before we really dive into the details of the intercultural development inventory, we really do have to have kind of a shared understanding of what we mean by culture. So on this slide, you'll see a quote from Dr. Mitchell Hammer, and he's the individual who developed the intercultural development inventory. Dr. Hammer was professor of international peace and conflict resolution at the American University for two decades, and now is president of of IDI. His PhD is in international and intercultural communication, and he states what you'll see this quote on the slide, the understanding culture is the foundation or the starting point for our all intercultural efforts. It's the most difficult concept to find widespread agreement on yet it is central to everything. So the way that we will define this then we'll acknowledge that folks in different fields from cultural psychology to anthropology really define culture differently. And we're going to be moving forward in our session today using this shared definition. So this is our shared general definition from IDI that really will hopefully keep us on the same page for our discussions. So culture reflects you'll see this the definition on our slide is a set of agreed upon expectations or a normative system in a social community. These shared expectations structure how individuals in the community act toward one another, and how they likely may act toward people who do not share the same patterns of interpretation or behavior. So how we experience the world and act in it really is shaped by what we learn and internalize from the groups to which we belong. So further to delve a little bit deeper into this, the IDI also further refines this definition into two ways of thinking about these norms and shared expectations. So you'll see on the left of this slide is a definition of objective culture and these are the artifacts and institutions created by a group of people. So this might be reflected in such areas as art, architecture, literature, dance, holidays and a collective history. On the right, you'll see the subjective culture and these are patterns of interpretations. So these might be values, beliefs and perceptions and behavior that are learned from one's group that guide individual and group activity. So what's really important to keep in mind here is that the IDI or the intercultural development inventory measures the degree of subjective intercultural competence. So this is the degree to which individuals and group experience subjective culture with greater or lesser degrees of complexity. It's also important to keep in mind that this approach really does not assume that people who were raised in a particular cultural context all have the exact same interpretations and behavior patterns of everyone else who grew up in that cultural context. So that's important to remember. But the focus of the IDI then is on understanding patterns of difference between different social communities and how these normative systems of these different communities are reflected in how individuals from those communities interpret and act in the world. So this image should be familiar to everyone. And this may be something that you've been familiarized with in other workshops or sessions, but it was something that we had sent out prior to this session. And this is the metaphor of an iceberg. So this metaphor really dates back decades and it highlights there's a set of really visible objective cultural aspects that would be what we call sort of the tip of the iceberg. And these are things that we alluded to before. So maybe dance, food, language, art and music, game, sport, those kinds of things. But beneath the surface are the more subconscious and sometimes really difficult to define and much larger body of subjective culture characteristics. So most often it's safe to say that many people most often focus on these more visible aspects of culture. So as we alluded to the IDI is focusing on these more subjective aspects of culture. And these are the areas that are less visible, but they create more challenges in cross-cultural interactions. So Lauren, I thought it might be helpful to kind of illustrate this in an example. So an example for us at RACM might be that we would say that the RACM Graduate School really has its own culture as a unit. So in terms of objective culture, you'll see I'm wearing a RACM jacket. So many staff wear U of M RACM branded clothing. We drink out of coffee mugs that say M RACM on them. We use insider language and acronyms, which much like many areas across the university, these can be really confusing to new staff members. So Laura and I are on the PAD team or the professional and academic development team. So it kind of just becomes second nature to us to be referring to these different teams and subunits within RACM. So those would be some of the more objective cultural characteristics of RACM. Clearly not a comprehensive list, but that's just a few examples. So we wanted to give folks a chance, and not everyone has to respond, but if we just wanted to give you an opportunity to just think about, are there some objective cultural markers for NGP that sort of immediately come to mind? So we would just invite you to put those into the chat and I'm gonna pull up the chat to make sure we monitor them. So if anything comes to mind, feel free to share just in the chat. If nothing does, that's fine as well. RPR, okay, great. Mini potential room, we see. Any others? NGP hoodies, good, okay. Maybe one or two more examples. Cookies at seminar, I love it. Thank you for sharing Amanda. Boot camp, okay, wonderful. Well, thank you so much everyone for sharing those. And I'll give you a chance in a moment to reopen the chat and have a few more examples because the next thing then is to give some examples of subjective culture. So RACM also has a lot more that sort of beneath the surface of this culture iceberg. So there are perceived hierarchies that have the potential to negatively impact climate. So one example is that maybe staff with PhDs might get more recognition than those without a graduate degree in some instances. We as a unit profess that we really value a culture of trust, transparency and respect. So when folks don't uphold those values, that can really lead to relational friction and conflict. So again, those are a couple of those sort of below the tip of the iceberg examples of subjective culture characteristics. So whatever folks would be willing to share, of course, you know, acknowledging that our chat is not anonymous, but if there are any examples that might come to mind as subjective cultural markings of NGP, we'd invite you to add those into the chat. MD versus PhD, okay. Strong community within student cohorts, great example. So these sort of harder to define or pinpoint aspects of subjective culture. Maybe one more example, rotations. There might be a lot to unpack in rotations too, I can imagine, so absolutely. Addressing people on a first name basis, value for outreach, oh, wonderful. Thank you all so much for sharing those examples. That's really great, and I'm glad we had time to sort of surface a few examples from your specific program. So next, we've been talking a lot about culture and this shared definition of culture, and we've used this term intercultural competence several times. So now we wanted to use these shared definitions to really discuss what is actually meant by intercultural competence. So we'll start then by defining diversity. So you'll see on this slide, we have this kind of image that'll become a little bit clearer as we're moving along with these sort of cogs and a wheel of diversity, inclusion and intercultural competence. So diversity then is really this who or a mix of differences. And what this means is it can be helpful in terms of thinking about the differences that may make a difference in our interaction. So this might be from individual to individual, to a group or organization or even an organization to an organization. So these differences that make a difference really depend on context. So you also have to ask what make a difference related to what. So this can usually be answered in about five key areas. And since we have kind of a limited amount of time, we won't be delving into those key areas in a lot of depth, but just as one example, one key area that might be really considered relevant for NGP would be the ability to meet individual or group goals. So does the difference that you're looking at among individuals really impact somebody's ability to, for example, attain a leadership position or does it impact how a group works together? So there are these different key areas that might really have differences that make a difference. Inclusion then is the what. So this is the mix that we talked about before, this diverse mix feeling valued and engaged. So inclusion is really leveraging differences in a way that increases contributions and opportunities for everyone. So this really is the goal. So this is why we refer to this as the what. It's a focus on experience. And this really occurs when people are working together effectively. So you'll frequently see the terms de and I or diversity and inclusion used together because there's this recognition that simply having diversity is not enough. Inclusion is also needed so that people can really bring to the table their unique experiences and preferences and strengths without sacrificing or minimizing core aspects of their identity background or perspective. So you'll see on the slide here, it says measured by outcomes. And what that means is outcomes might be climate surveys, turnover rates, grievances that have been filed or even conflicts. So there can be really a range of what outcomes mean in terms of this focus on experience. Intercultural competence then is this link between diversity and inclusion. So this is what bridges these two concepts. And this is the how about making a diverse environment an inclusive one. So you'll see this focuses on capacity which will become a little bit clearer on the next slide. But if I were to in one statement kind of bring together these terms of diversity, culture, intercultural competence and inclusion, we would say that when there is a mix or diversity of differences and how people interact and engage in the world around them, which is culture requires this capacity to recognize, navigate and bridge complexities of individuals and groups which is this intercultural competence piece if the goal is to ensure that people feel valued and engaged, which is inclusion. So that's how we kind of bring this together holistically. So international and domestic cross-cultural outcomes are really achieved through the development of intercultural competence. So again, you'll see on this slide, this definition, this capacity to shift perspective and behavior based on commonalities and differences by experiencing cultures and individuals with greater levels of complexity. So the development of intercultural competence then involves gaining a more complex understanding of how one engages cultural diversity in two different areas. And you'll see those reflected on the slide as well. The first is this really deep cultural self understanding. So how does one make sense of and respond to cultural differences in terms of one's own culturally learned perceptions, values and practices? And the second area is a deeper cultural other understanding. So these are different ways that people from other cultural groups make sense of and really respond to cultural differences. Intercultural competence development is really accomplished through intentional integration of commonalities and cultural differences. So there's really a balance here and the balance in identifying commonalities and valuing differences really results in both producing a shared focus among a group of individuals as well as innovation. So if there's an overemphasis on commonalities across cultural diversity, this can really produce conformity in an organization and an overemphasis on difference can really produce fragmentation. So again, there's really this balance between the two. So what we wanted to shift into now is our first breakout discussion. So we will have about 10 minutes to talk with our colleagues in breakout rooms and our colleague Heather's gonna help us develop those rooms. And we will not be doing a large group debrief at the end of this. So this really is the opportunity for you to just chat with your colleagues for about 10 minutes. I wanted to remind you and we'll re-upload this table into our chat. So you had the opportunity to reflect on the pre-work table in terms of these different areas before our session today. But we really wanted you to have about 10 minutes to talk about what was your motivation for participating in this IDI effort in NGP? And the second is what are your goals, personal, organizational or program level for NGP related to creating an inclusive climate? So we really will, in a moment, we'll whisk everyone off to breakout rooms and we'll, you'll have a timer available as well to let you know how much time you have left, but the rooms will close after 10 minutes. So we'll go ahead and I think we can just go ahead and add these questions into the chat as well. If Heather, Laura would be able to do that. I can do that. And I also wanted to add we did create breakout rooms graduate student breakout rooms and then faculty staff breakout rooms just based on how you self identified when you registered for the workshop. So Heather just wanted us to let folks know if you end up, if you're a grad student and you end up in a breakout room with all faculty just pop back into the main room and Heather can reassign you. So we did our best, but there might have just been mistakes depending on how you responded. She thought there might have been one person that responded as a student who has faculty. So just pop back in, if you're in the wrong spot I'll put the questions. Oh, Heather put the questions in the chat already on it. Thank you, Heather. All right, so 10 minutes for our discussion then. So the IDI assesses intercultural competence along a continuum. So if you want to advance the slide Gina the assessment tool is interculturally grounded and it's used to surface how individuals or groups experience cultural differences and commonalities, it's also developmental so it doesn't take a fixed mindset approach but rather a growth mindset approach to intercultural competence. The tool is adapted from the developmental model of intercultural sensitivity first formulated by Dr. Milton Bennett. We'd be happy to share Bennett's article with folks if anyone really wants to read the theoretical model we can share that afterwards with you all. It's used by thousands of individuals and organizations including many units at the University of Michigan for folks to achieve their diversity and inclusion goals and outcomes. And if you want to advance the slide Gina, thank you. And RACM actually uses a tool to assess the impact of our graduate student professional development DEI certificate program. And I can explain on the next slide how we do that. We at RACM have used the IDI to assess the growth of our graduate students participating in the RACM professional development DEI certificate program. And for those who don't know about the program it's designed to prepare students to work in a diverse environment while fostering a climate of inclusivity. So given the goals of our programs we wanted to use a tool designed to help measure one's intercultural competency. And we selected the IDI based on the recommendation of our colleagues at Trotter Multicultural Center. We do have approval from the IRB to use the tool for program evaluation purposes. So it's exempt from IRB because it's used for program evaluation. Students take the IDI at the start of the program and at the end and we assess the pre-post growth of our students in terms of their intercultural competence. And we have found every year that the students who complete the program showed an increase in their intercultural competence as measured by the IDI. And you can see it from the table on your screen that each year we find students grow between roughly nine and 11 points on the intercultural development scale. And when we disaggregate the scores we actually find that students who complete the program in one year experience a slightly higher growth than those who take two years to complete the program. So much like anyone who's done an immersive foreign language program you know that you're a lot more likely to learn language a little bit more if you do that in an immersive way. So this is why you see a slightly lower average increase when you look at years two and three compared to year one. We wanted to just share this example of how the IDI has been a useful tool for us at RACM to assess whether our certificate program is helping our students to achieve our learning goal of increasing their intercultural competency to foster a climate of inclusivity on our diverse campus. Heather, are you ready for your time? Okay, let me know that things are ready. So we'll go back to our discussion questions. And we have our the questions back in the chat. Yeah, Heather just included the questions back in the chat. I think we'll take eight minutes for our discussion. So we'll shave just a couple of minutes off to get on track for time. But yes, again, just if you're faculty go ahead and select a room for faculty and graduate student with graduate students. And then when we return back to the main room Laura will continue by talking about characteristics of each orientation on the intercultural development and continuum. Oh, no warning. Hi again everyone, welcome back. Keep your eye on the title. Countdown Clock in the upper right, but sorry we didn't broadcast a 10 second morning or something to you all. So we are going to talk through now a little bit about the IDI continuum. And Heather is going to put in the chat a handout that helps explain some of these key terms and definitions in case that's helpful to you. So I want to review each of the primary orientations. And I'm going to start with the first orientation if Gina, if you could advance the slide, thanks. In denial, which is the first stage on intercultural development continuum, folks in this stage don't see difference with complexity and often miss difference. The next stage is polarization. And in this stage, folks judge difference or they make comparisons where one cultural group is seen as better than others. So this can show up in one of two ways. Either it's judging your own culture as being better than others or it can be judging other cultures as better than one's own. The next stage is minimization. And this means minimizing differences. So there's an emphasis on commonalities and a de-emphasis on differences. And the focus is often on common humanity at this stage. The next stage is acceptance. And in this stage, there's an ability to deeply comprehend differences. But folks in this stage may not know what to do about those differences and how to act on them. And finally, in adaptation, there is an ability to both notice and bridge those cultural differences. And the continuum is developmental. So we can think about it as a toolbox. So each of these stages has its own skills and strengths as well as its own challenges. So I wanna emphasize that as you move along the continuum, you gain the skills and strengths of each stage. You gain a new tool in your intercultural competence toolbox, so to speak. So each strength or each stage has its own strengths and developmental opportunities. So for example, if I were in acceptance, if I took the IDI assessment and I showed up that I'm in acceptance, I could still use those skills of polarization that I've already gained previously to make judgments about cultural differences in some context. So I don't lose that skill just because I move on to kind of start working on that next tool in the toolbox. So next slide, Gina. I wanted to put a little bit of meat on the bones of these abstract concepts and our team recently attended a really excellent webinar conversation by IDI about how this type of work books in terms of racial justice. So what might understandings of racial justice look like at these different stages? IDI recently mapped the mindsets onto orientations towards racial justice work and we thought we would walk through this lens of racial justice to help the stages feel a little less abstract and see the linkage between intercultural competence work and DEI work. So in denial, folks in this stage don't have a lot of complexity around racial difference. So at this stage, folks don't necessarily see racial difference as a root of social problems. In the second stage, as a reminder, polarization is the stage where one judges their own culture as either superior or inferior to other cultures. In polarization reversal, where one sees their culture as inferior, folks might be ashamed of their racial groups. So for example, for white folks, this might look like white guilt or shame. In polarization defense, on the other hand, folks see their own racial group as superior and therefore see people of different racial backgrounds as a threat to their way of life. In minimization, the next stage, folks seek to avoid racial stereotyping and so may actively try to avoid focusing on skin color. Someone in minimization may have an I don't see color mindset and instead focus on finding common ground and place value on tolerance of racial differences. At the group level in predominantly white organizations, this can manifest in caring about numeric diversity but then over emphasizing assimilation of those from marginalized racial backgrounds to white cultural norms. In acceptance, the next stage along the continuum, folks may have learned a lot about racial systems of oppression and how racial difference matters in our experiences of the world, but they don't necessarily know what to do in terms of actions towards racial justice. And finally, in adaptation, folks see how American systems have been designed to produce inequitable outcomes. So the inequitable outcomes we see in terms of racial health disparities or educational disparities, generational wealth gaps, et cetera and want to dismantle the systems of racial oppression that lead to those inequitable outcomes. So this is just kind of maybe more tangible example of what these abstract stages look like. So next slide, Gina. Now that we've gone over the stages, we want to talk about the NGP group result and where the group falls as a whole and we'll be talking about some key terms on the next slide to understand that group results. And Heather, would you also upload into the chat the NGP group result report? I just want to remind people what Gina said earlier about confidentiality. So the NGP group report is just a compilation of everyone who wanted to take the IDI and participate in this workshop, but it isn't reflective of people who in the NGP group who didn't take the IDI. And so we just asked that folks not shared outside the context of this workshop. So it's a slice of the NGP program of the people who took the IDI for the purposes of our conversation today. So I'm going to go over the first key term if you want to advance the slide, Gina, thanks. The perceived orientation reflects where your group placed itself along the intercultural development continuum. This is how the group sees itself when interacting and cross-difference. And our perceived orientation is our immediate potential and where we're headed. So this is your self perception of where you think you are on the continuum. And you can think about this aspirationally. So it's how you want to show up in your community when you're interacting across difference. The next key term on the report is developmental orientation. And this indicates where we are in terms of our primary approach to perceiving and navigating across difference. This is the starting point that we're working from as we seek to increase our intercultural competence. And often, like when our Rackham team got the training on the IDI, they kind of refer to the developmental orientation of like, this is your actual score, this is how you are actually showing up today in terms of your intercultural interactions. And lastly is the orientation gap. And that's just the difference along the continuum between that perceived orientation and that developmental orientation. The larger the gap, the more likely the group may misread how effective they are in bridging across cultural differences. And also the larger the gap, the more likely some may be surprised by the discrepancy between the perceived orientation and the developmental orientation. So next slide please, Gina. So I think, yes, it looks like Heather uploaded the group report into the chat. The group's perceived orientation is in acceptance indicating that the group aspires to recognize and appreciate patterns of cultural difference and cultural values, perceptions and behaviors. And this is how the NGP community here today wants to be showing up for each other. The group's developmental orientation, so that that bottom graph or the group's primary way of approaching cultural differences is in minimization. So we'll talk quite a bit more about minimization since this is where the group's developmental orientation falls. But in short, the group has a tendency to highlight commonalities that can mask important cultural differences and values, perceptions and behaviors. And the orientation gap between the group's perceived orientation score and its developmental orientation score is 22.8 points. If an orientation gap is more than seven points, that just means the group generally overestimates its cultural competence. And many individuals and groups, in fact, most, overestimate their ability to bridge cultural differences. So this is not unusual. It does mean that some folks in the community may just be surprised that the group's developmental orientation. Next slide. So this is a chart that gives you the range of individual developmental orientations in the NGP group that went into compile these results today. So you can see there are 11.3% in polarization, 71.7 in minimization, 13.2 in acceptance and 3.8 in adaptation. We wanted to share this because a wider range of developmental orientations, such as through from polarization through adaptation within a group reflects a lack of consensus on how the group makes sense of and adapts behavior to cultural differences and commonalities. So in effect, the group has some monocultural mindsets and some intercultural mindsets at work. And the IEI notes that in such groups targeted intercultural competence development of the members in the group can be really helpful for the group to achieve a shared vision and focus for meeting their DEI goals. Next slide. So as I said, we're gonna talk a little bit more and land a little bit more on minimization. So a minimization mindset reflects a tendency to focus on commonalities across diverse communities that can mask a deeper recognition of differences. And I'm gonna walk through several characteristics of this orientation and I'll start at the top center and go around clockwise. So in this mindset, folks do not view differences as a threat to their own cultural practices. They also moving to the right, they seek to avoid stereotyping and bias behavior by treating each person as an individual. They're interested in differences but have limited ability to adapt to other cultural practices. They recognize the essential humanity of every person and try to act in tolerant ways. They may not be fully aware of how their own ideas and behavior are culturally grounded. And they tend to assume people from other cultures are basically like them and apply their own cultural views to other cultures in ways that might minimize the importance of cultural differences. And finally, the top left box, this may be used as a coping strategy by non-dominant group members. For example, for those not in the dominant cultural group, minimization can be kind of a go along to get along strategy where one focuses on commonalities and assimilates to that dominant group in order to get along more easily in the group. So next slide, thanks. So this is what the IDI identifies as the broad strength and growth opportunity for groups in minimization. So as just a reminder, those objective, subjective cultural frameworks that are referenced a little bit here are what Gina went over earlier with the iceberg metaphor. So a strength of a group in minimization is that the group likely has found some good success in interacting with people from diverse cultures when commonalities can be drawn upon. In terms of a developmental opportunity, your group may struggle to bridge across diverse communities when differences need to be more deeply understood and acted upon. So a developmental task would be to develop a deeper understanding of your own culture, that cultural self-awareness, while you also increase your understanding of objective and subjective cultural frameworks to help make sense of and more fully attend to cultural differences. So next slide. We are going to go into a second breakout and now that we have the groups correct, we'll be able to just reopen the rooms and you'll be back with the group that you were in before. So we're going to go into a second breakout discussion now. And we'd like people to just reflect on this group result. First, we would love for you to just share your reactions and thoughts with your colleagues. Ben, we would like you to discuss two questions and be ready to share your ideas anonymously with the large group. So we're going to use a tool called Idea Boards to allow people to anonymously share out in the large group. So just be ready if you hear a brilliant idea, kind of make note of that. So you're ready to share it with the large group. So the first question is given the strengths of minimization that we talked about, how can that be leveraged to achieve NGP's DEI goals? And second, again, given the group is collectively in minimization, what are the developmental opportunities for NGP that you can think of? And again, we'll use that anonymous report out tool later to share ideas back with the large group. Does anyone, I see Heather already put the questions or Gina, somebody did put the questions in the chat. Does anyone have questions about our breakout discussion? Okay, all the characteristics, great question in the chat are in, let me figure out what page they are on the NGP group profile results. There should be a page that has that same exact graphic. Page four, I see Shelly saying. Page four I think is the model, but on page nine is that blue box with the seven characteristics, yes, of minimization. And also it repeats there the strength and developmental opportunities. So if you wanted to have that pulled up to kind of remember what did Laura say the strengths were or what are the characteristics of minimization that's on page nine of the report. Yeah, any other questions? Does anyone need us to upload the report again? Okay, yes, I will upload it again. So many handouts here to this. And sometimes folks have trouble getting documents out of the chat. So Catherine, if that's the case for you, just let us know and I can email you a copy. I got it, thanks. Okay, perfect, great. Any other questions? All right, Heather, could you reopen our breakout rooms for 15 minutes? Hi again, everyone, welcome back. So we are going to use a tool, as I mentioned, called idea boards, which you can see on Gina's screen share. And there I just put a link to this board in the chat. This is an interactive tool where you can anonymously post ideas and share ideas. So you can see when you click into the tool, I'll give people maybe just six seconds to open a web browser. You'll see there are two columns there for us to hear your thoughts sharing out from your conversations about the two prompts you discussed with your colleagues. So what are the strengths we can leverage to achieve our DEI goals as a community and what are the developmental opportunities needed to achieve our DEI goals? I see someone already put an idea, but in order to put an idea in either of those columns, click on the little green plus mark. You hover over that and it'll say add sticky. You can create a sticky in either or both of those columns to add a good idea that came up in your group. And there's also a way to agree or like the kind of infamous Facebook thumbs up button is there if you click on a sticky and your group also talked about that or you really appreciate that idea, you can click on the sticky and then click the thumbs up button and that way we can even see ideas that rise to the top. So I'm gonna stop talking, I'm from New Jersey so that's hard for me but I'm gonna stop talking now and give people a minute or two just to put their ideas out there and then we can reflect as a large group. So I'll let you just spend some time putting some ideas on the board. And if anyone does have questions and can't figure it out, just unmute or put a question in the chat. I see Susan says hers doesn't work so Heather tried another link. Let us know Susan if you're able to get it through that link. So I see several folks are still putting ideas out there I'll maybe give us another minute or so to either put a new idea or upvote quote unquote or like an idea that resonates with you. I think I'll give us about 30 more seconds to if you want to acknowledge others ideas that would be great and we'll give us 30 seconds to wrap that up. So we have a little bit of time to reflect on what we see in terms of the group's thoughts that were shared out. So in terms of strengths that the group can leverage to achieve DEI goals. I see ideas like DEI as a valued aspect of our program having a lot of agreement since this group does not view differences as a threat that should result in open communication for improvement is another idea that lots of folks resonated with and others resonated with just noting that task force participation is strong and that the group focuses on what we have in common. So this is a good starting place for listening more so that kind of connects to the other sticky note about listening. And in terms of developmental opportunities I see there are lots of ideas here so I'm just gonna remark on some that got quite wide agreement in the group. So one suggestion was to create mechanisms to share stories from different cultural perspectives. Another was recognizing that not everyone needs the same set of support and resources to be successful that that would be a developmental opportunity. Lots of folks liked the idea of making DEI trainings mandatory slash more frequent and one person noted maybe stepping away from defaulting to science as our common ground in order to give space to other cultural perspectives. I'm skimming down another that had a lot of agreement was that it might be beneficial to know how students and faculty differ in results of the survey and perhaps Taylor next steps accordingly. I'll say I got a private question about that in the chat because the data is de-identified and anonymous we don't know differences between faculty and graduate students. However, if you are interested in learning your own individual results as we'll share in a few moments that is a next developmental opportunity for anyone who would like to see their individual results and have a confidential consultation about those results. We have eight qualified administrators at RACM who can meet with you and have a confidential conversation with you as an individual. I just wanted to open it up to see if anyone has anything else they'd like to comment on. I know we only have 10 minutes left but I wanted to create space for that if anyone's like to unmute and have something they really would like to comment on that I haven't already commented on. The zoom silence is even more awkward than in person silence I find. So okay, folks don't have to unmute and share but we did wanna create space for that. So Gina, would you mind resharing the slides? I did want to flag that we will share these ideas so we will export all your great ideas from the idea boards with the DEI committee the NGP DEI committee to take to the task forces for possible follow-up. So your ideas aren't going out into the ether they will be shared with that committee just to see if there are next steps or follow-up that some of the task forces might wanna pick up any of these ideas. So in terms of next steps, just as a reminder Gina said at the beginning one of our discussion guidelines was that the work is after the workshop. So this really is a teaser for things you can do about this information. So we wanna share some learning opportunities with you all. So the first, as I mentioned is to have a confidential consultation. And the purpose of that is to help you understand your own intercultural competence and how you fit in the NGP learning community. And second, it's also a space where you can create a personalized plan. So you receive your individual results but you also receive a document called an individual development plan. And there's space in the conversation for you to chat with a qualified administrator to develop your own personal and programmatic goals. And it's a great, I think of it as like an intercultural journal, I often say but it's a great tool to help you craft a plan do some goal setting and chat with someone confidentially to enable you to do that. Next, there's a menu of methods which Heather just uploaded into the chat to build intercultural competence. So if you open up that handout, the learning opportunities handout, I'm just opening it up myself to kind of frame it for you all. You can see that the below list was adapted from the intercultural development inventory in an individual development plan document that I mentioned. So the document is over 20 pages long but this is a single page that we wanted to share with everyone even if you're not interested in an individual consultation because it gives a range of activities that we can all try to develop our intercultural competence. And we would encourage everyone to kind of reflect on this after the workshop and think about what are some specific learning opportunities you would like to pursue in terms of developing your own intercultural competence. And lastly, Keith and Audrey let us know that NGP purchased a great courses resource on intercultural awareness and you can borrow that resource at any time anyone in the program can. And they thought it's an especially great resource to do together with a lab group. So if that's something you'd like to learn together about with your lab community that's yet another great resource that you can take advantage of as a next step. So I think with that, we have about five minutes for questions for Gina and me. I'm catching up in the chat. I see there may have already been some questions in the chat. So because multitasking is not possible as I'm sure neuroscientists know let me quickly read the chat but Gina could be able to first question while I catch up on what I missed in the chat. I did see the latest one Laura was from Sarah and I think it just disappeared because there was I'm sorry, there was another comment but about how to sign up for the confidential consultation. So if you did complete the IDI we had asked originally if you were if you intended to participate in the one-on-one consultation and if you indicated yes you probably will get received contact just after this automatically because you had indicated that you were interested in receiving the one-on-one consultation. If you said no to that there's still an opportunity to do that so you can just let us know because you'll be, you'll receive communication from one of our qualified administrators at Rackham. So really anyone who took the IDI as part of this group has the opportunity to participate in that one-on-one consultation. So if you don't hear from somebody today we were instructed to get in touch with everyone today then you can let us know and then we can follow up to make sure that you get that consultation. And I see the things I missed in the chat were a rich this is actually something I like about Zoom it's like a rich side channel conversation about fear of speaking up in academe and just folks reflections on why that did resonate with some folks in the room. So I think Gina got the one question. I see a question, oh no it's not a question it's a comment. Yes, if you wanna borrow the great courses DVD series, email Keith or Valerie. Other questions, I know we're getting close to time but we have time for one or two questions folks might have. Did we already put in the chat the link to the evaluation Gina? Not yet but we can. Okay, I can also or I see Heather might be beating me to it but we do welcome your feedback on this session so thanks Heather and Gina at the same time. Yeah, so we're interested in your input as in like the RACM team we would love your feedback on how this session went for you today this is our first time doing this session for NGP and just yeah, I would appreciate your feedback. It's anonymous so you can be candid with us we're always open to feedback and thinking about how we can improve next time we do this for another department or program. Yeah, other questions, comments. Gina, did you already say for folks who said maybe they wanted a consultation that I'll be emailing? I didn't mention that part, no Laura so thanks for that. Okay, so on the registration we did have like a yes, I want a consultation no, I don't add a maybe option like hey, I'm not sure if I really would find value in that I'm after the workshop going to email all the people who said maybe and just say hey, let me know if you want a consultation so as Heather said, you can also email her directly but if you are a maybe my very next task after we get out of our Zoom room is to email all the maybe's and see if that would be useful to you. This is Keith, I just wanted to encourage the people on the call to strongly consider doing that one-on-one consultation it is absolutely the best part of this three-part series. So and I did mine with Laura so I can vouch it was a great experience and they're super kind. Yeah, we have a large team at Rackham of qualified administrators too. So we have eight Rackham staff all of whom are really enjoy having these conversations with folks. Well, I wanna thank you all for your time and participation on a Friday afternoon. I know this isn't how we normally like to spend Friday. So, but yeah, it was really nice connecting with you all as a community and we look forward to meeting many of you in those follow-up consultations. Yeah, thanks a lot Laura and Gina, appreciate it. Thank you everyone. Thank you. Thank you. Thank you. She's been in there ever for a while now. Can you tell me if we will see the number of upvotes on the? Yes, it will show that. Yes, it will. Let me export that right now to an Excel sheet for you. And there were two post-it notes, one on each that got deleted I think as people upvoted because you can edit them. So at least on my screen, on the string, so it was a plus seven, but then there was no text. So I... Yes. That's what we were wondering about that. I was like, what is up with this blank? When you upvote, you can actually edit it. And my... So it got deleted. Yeah. Well, I was taking screenshots. Okay, good. I was hoping someone did it. It is not like I just exported it and it's not, it's blank. It shows as blank. So that's... I bet I have it because I took like five screenshots as they were coming up. It was for you. It was clearly very popular. It was upvoted multiple times. When you get some of us old people in collaborative spaces, we accidentally delete things. That would be me. Hopefully, maybe then by like, you can do some induction to figure out or deduction I guess in this case to figure out what it was based on those screenshots. I think so. Because I have screenshots of like, when they were seven, when they were nine. So maybe I have it sort of along the way. Okay, good. Yeah, I'm just cleaning up the spreadsheet and I'll send it to you both now. Yeah, I was trying... They're not super specific. These suggestions that people gave to us. It's gonna make our DEI committee and our task forces really have to earn their zero effort. You'll have to ease to try to figure out how to put those into real tangible things. But some of them I think do lean into being able to be implemented, but others are gonna be complex. Yeah, and others also were more just reflections on the picture, which I think is really helpful. You know, those are helpful reflections even if they aren't really a developmental opportunity per se. Yeah, yeah. I'm just cleaning up the spreadsheet so I don't send you something that's an unformatted mess. I think one thing that we talked about in my breakout group which was a small group was we sort of were concerned if, okay, if the 55 people who decided that they wanted to do this came out at 71% minimal list. Oh yeah. Does that reflect that if more people had done it it would have looked different? I mean, that's sort of what we're worried about. It probably would look different if more people had done it, honestly. I have no doubt. You know, I mean, this represented the majority of people that are serving on our task forces or the DEI committee, plus 10, right? Right. So it's absolute that our, both our perceived might not move very far but our actual developmental opportunity I fear would be lower as a group. Yeah, I would hypothesize the same that, you know, folks who don't maybe even see the value in attending something on intercultural confidence like that kind of a mindset. Many people are busy. So I'm not saying everyone who didn't come doesn't value it but it's just more likely that there's people who don't see the value in that are more likely to have, yeah, a monocultural mindset. Yeah, I mean, I definitely can say, you know in this role, right? I hear from other faculty and students and I can say there's members of both of those groups that are absolutely monocultural and really antagonistic to these kinds of efforts that we go to to do these kinds of things. So I'm certain, right? That that is not a silent majority voice, you know necessarily, but there are probably others that don't voice those opinions that do share them to some degree. So where did I save this spreadsheet? So I didn't take a picture of the participant list because I wasn't sure whether that was whether I was supposed to do that. I think Heather has it, yeah. Yeah, because I would love to know who was on, yeah. But Audrey, I'll send it to you as well. I just want to double check and make sure people that were signing up and actually they actually attend. I would also love a aggregate number of people that go for the individual. Yeah, we can also tell that. I don't want to push any boundary too far with my request there, but if I could just have a percent, right? That would be... Yeah, Heather is definitely tracking that. So we can tell you how many people signed up and I am planning on, I just sent the IDI idea boards, ideas, that sounds really redundant. And then I'm going to text the maybe, not text, female, the maybes. My words are done for the day. It's Friday afternoon. You all did so amazing, right? I think you did a great job. I don't know how the conversations went in the breakout rooms, but I think I was a little worried nothing would come up on the idea board, but they put lots of ideas there. Yeah, yeah. Yeah, they did, yeah. And folks are filling out evals too. So there are 10 people who already filled up the evaluation, which is good. Oh, that's good. And they found on the breakout discussions really helpful. So that's good too, since we were in those. If there's anything in the evals that you feel like we need to know as a program, please, of course, share. Yeah, we always share the evals. Yeah. We are really transparent. So unless someone said something, I don't know, really personal or something, like, Laura's a jerk. How could you have her do the session? Maybe I have to consult Gina about removing that. But usually we just share the evals with, like, you know, especially folks. You're kidding like me, you know, I'd get rid of the top student and the bottom student eval in a clock. To Keith's point too, like I'm seeing on the, what next steps will you take to achieve your personal program? Most folks are saying, now I'm gonna do the individual consult. So I don't know if those are people who said they, you know, initially said that they would, but it looks like many folks are indicated that they'll do that. So. Very good. Yeah. You know, we can't really do much for the other 100 or so that did not participate in this. And we've decided that's okay. We need to focus on the people that really do want to move us forward, try to create culture change so that when we bring new faculty and new students that we have a long view, right? We eventually change the program because we've developed a culture change. I think it's possible. I have to inspire you three by the fact that our NGP book club that was just finished reading How to Be an Anti-Racist, you know, we sort of focused on, we were on the last three chapters where he talks about the fact that, you know, sometimes you just have to change the policy and then people go, oh, it's really not that bad. Yeah. You know, it's like you have to change the policy and then you drag them into it and then they go, oh. Yeah. Oh, yeah. And so we're like, okay. So only 55 out of 155 were here, but that means we've got interest. And if we can, if leadership and DEI and, you know, if we're on board and we make the policy changes, we just drag them all with us and they'll go, oh, this is better. Yeah. And we're a program, you know, you don't have to be part of it. Right. Should we, Heather, put a deadline on when people should let me know they'd like a consult? That might be good because. Maybe next Wednesday, that gets almost a week. Like if you email me by next Wednesday, March 17th. Somebody that was on a maybe already emailed me and I took them. I don't know when you pulled the list. I just pulled it. Okay. Then it's up to your name. It's perfect. Heather, can you tell me if the, what part of this is on our faculty ally grant and what part is not, is that invoiced and have you worked that out with Valerie? It's not invoiced. We, I, Rita decided that we would just take it out of faculty ally funds. Oh, okay. Your grant. So just against, all right. Against your grant and it's all done. Oh, that's good for me to know. I will send Rita. Thank you then. Yeah, absolutely. Great. Okay. Have a good evening everyone. It's beautiful outside. That's right. Gonna take a while. Yeah. Have a good weekend everybody. Thank you very much. You too. Take care. You're welcome. Laura and Heather, do you have like one minute? I just have like one quick note. Yeah, I do.