Professional Learning Communities

“The growth of any craft depends on shared practice and honest dialogue among the people who do it. We grow by trial and error, to be sure—but our willingness to try, and fail, as individuals is severely limited when we are not supported by a community that encourages such risks.”     

  – Parker Palmer, The Courage to Teach, 1998

The Equity Pedagogy Network is a networked improvement community, which is an emerging approach to carrying out transformative and generative organizational change. It relies on connecting people with stronger and weaker social ties for the purpose of spreading organizational learning across multiple programs and campuses, which may have unique cultural practices, histories, and traditions. The Network serves as a hub to connect faculty and professional staff at Penn State who are involved in a variety professional learning communities (PLCs) oriented towards institutionalizing equity pedagogy and culturally sustaining curricula.

Four campuses are currently involved in the Network: Abington, Brandywine, Greater Allegheny and the College of Education and Eberly College of Science at University Park through the Center for the Study of Higher Education and the Center for Excellence in Science Education. We currently have 130 members with approximately 100 of them involved in one of the following nine working groups: the Launch Group (which is our steering committee), the Greater Allegheny Crossing Bridges Task Force, the College of Education Equity Team, and one of six learning communities, including field-focused groups in Science, Educational Policy, Elementary and Early Childhood Education, Counseling, Rehabilitation and Human Services, and multi-disciplinary groups at the Abington and Brandywine campuses.

Learning Community Leaders Responsibilities

Each learning community is led by a leader or co-leaders, who meet with each other periodically to share ideas and materials to deepen and improve on the learning designs.

Learning Community Leaders take on the following responsibilities:

  • Convene members of their PLC/FLC (e.g. schedule meetings, collaboratively develop agendas with group members, facilitate communications among group members).
  • Utilize and contribute to the development of Network spaces (e.g. Teams, Canvas, Sites) to share information about Network activities and encourage participation by their group members.
  • Act as a connector to the Network, through communications and periodic meetings with other PLC/FLC leaders and with core planning group members.
  • Encourage PLC/FLC members to document and share their learning and to produce materials (e.g. inquiry protocols, lesson plans, instructional modules, conceptual frameworks, class evaluation rubrics) for use by other Network members.
  • Creatively contribute to achieving Equity Pedagogy Network goals.
Learning Community Members Opportunities

The community of participants learn from their own focal inquiries, through collaboration and interaction with each other, and from invited speakers who will share their expertise through a moderated speaker series.

 

Participants in the Professional and Faculty Learning Communities (PLCs/FLCs):

  • Learn about existing anti-racist, equity pedagogy models and materials;
  • Review pedagogical and curricular materials designed to be culturally disruptive of white supremacy and culturally sustaining for diverse groups of students, especially for Black, Latinx, Indigenous and other students who identify as members of racially and ethnically minoritized communities;
  • Critically examine artifacts of their own pedagogical practices through interactive discussions and activities involving other Network members;
  • Workshop focal areas of practice (e.g., text from their syllabus, assignments, student assessments) to consider how they might adjust their practice. 
  • Experiment with and evaluate equity-oriented materials and policies tailored to their curricula/programs;
  • Encourage each other to share experiences, insights, challenges and successes as they incorporate new ideas and practices into their teaching and curriculum design work to strengthen them through peer review. 
  • Collect and analyze race-conscious data to inform ongoing inquiries (their own and others) centered on the development of equity-minded change processes.
  • Seek to demonstrate deeper levels of meaning and application as they gain experience and knowledge. 
  • Document their professional learning experiences and outcomes through self-assessments of growth in understanding and application of pedagogical and curricular changes (e.g. by sharing original and revised curricular materials, such as lesson plans, instructional activities or modules, student learning assessments, syllabi text, etc). 
  • Contribute to an online platform/repository to share materials and lessons learned from their efforts to institutionalize anti-racist, equity pedagogy and culturally sustaining curricula.
  • Coordinate with program, department, college, and disciplinary colleagues to incorporate findings into instructional practices, curricula, student recruitment, selection, assessment, progression, and degree completion criteria.

PROFESSIONAL LEARNING COMMUNITIES

Abington Equity Pedagogy Faculty Learning Community

The 2020 Fall Faculty Learning Community provided a place for gathering and sharing experiences. Our goal for the Fall was to explore and employ antiracist and equity pedagogical tools that support students’ academic success. Participants engaged in critical reflection and inquiry designed to produce changes in our teaching approaches and practices. We met bi-weekly, online, to participate in collaborative self-study and to share classroom experiences, strategies and resources.

Learning Community Meetings and Incentives

  • Nine (9) bi-weekly, synchronous online meetings: seven (7) meetings in the Fall and (2) two meetings in Spring.
  • Meeting dates: Sep 15, Sep 29, Oct 13, Oct 27, Nov 10, Dec 1, Dec 15, Jan 14, Feb 5
  • Participant compensation (covered by funds external to the grant).

 

The FLC on Equity Pedagogy activities were designed to advance the following objectives:

 

  • Create a community for sharing our development and socialization as teachers and professionals/experts in our fields
  • Provide a space to center and learn about issues of equity and racism in our curriculum and academic life
  • Experiment with equity pedagogical strategies to create inclusive learning environments
  • Share experiences, insights, challenges and successes encountered when experimenting with new teaching ideas and practices
  • Workshop course syllabus and assignments for spring courses
  • Educate ourselves on becoming antiracist educators through readings, guest speakers, and workshops
  • Access to EPN and CILC resources and programs https://sites.psu.edu/epnnews/ and https://sites.psu.edu/cilc/

Brandywine Professional Learning Community

 

Brandywine PLC Status Report — January 2021 

The group was established in October 2020, through coordination of campus Chancellor Marilyn Wells, the Director of Academic Affairs Wiebke Strehl, Daniela Martin (Psychology faculty) Angela Putman, (Communication Arts and Sciences faculty) and the Equity Pedagogy Launch Group. We recruited 10 faculty members who were awarded stipends of $500.00 each (paid from Brandywine budget) to attend this professional development community which closely aligns with the new Brandywine Strategic Plan’s focus on professional development towards equity and inclusion and retention of students. To provide input to the strategic planning process and committee at Brandywine, Dr. Martin attended a strategic planning committee meeting to share information about the work of our Network. The new Brandywine Strategic Plan focuses strongly on equity and inclusion, and this PLC initiative serves as a direct response to goals #1 (Grow our student population), #3 (Foster an equitable environment for a diverse campus and community), and #4 (Career and Professional Development).

Equitable and Inclusive Pedagogy PLC: Description 

Purpose: To encourage and develop faculty members so they are able to adopt more equitable and inclusive pedagogical strategies and practices. Research demonstrates that culturally responsive and inclusive pedagogy leads to stronger performance, satisfaction, and retention for undergraduate students, specifically for first-generation and students of color.  

Process: Weekly meetings are dedicated to discussing assigned readings. PLC members were assigned a buddy at the beginning of the process and encouraged to have regular buddy “check-ins” along the way. Readings and other resources (videos) are sent to group members several weeks in advance of our upcoming meeting and members are asked to go through materials before the next meeting. Communication is maintained through a Teams Channel. In addition, the two facilitators meet with the Equity Pedagogy Network FLC/PLC-groups coordinator, Dr. Smolcic, and the PI’s, Dr. Dowd and Prof. Smith, on a regular basis. 

Learning Goals

  1. Learn about culturally responsive and inclusive teaching practices (including, but not limited to: classroom discussions, decolonizing syllabi, classroom policies, assessments and methods of evaluation, classroom practices/norms, etc.).
  2. Assess their disciplines and the history of colonization in those disciplines, which has created hierarchies of knowledge, determined the legitimacy of some theories and ideas at the expense of others, resulting in the exclusion of the voices and knowledge of some communities and privileging others.
  3. Assess their own practices/approaches to teaching and evaluate them based on a model/lens of inclusive and equitable teaching.
  4. Be exposed to readings and guest speakers in order to learn about equitable pedagogical practices.
  5. Choose one course syllabus to assess, evaluate, and revise, based on inclusive and equitable pedagogical practices.
  6. Evaluate other group members’ syllabi and offer feedback.
  7. Evaluate one class session of another participant and offer feedback.
  8. Choose one major assignment and assess, evaluate, and revise that assignment (and assignment handout) based on inclusive and equitable pedagogical practices.
  9. Submit final revised syllabus and assignment to PLC coordinators/leaders.
  10. Follow-up after Fall 2021 to share successes, challenges, and noticeable differences in SRTE feedback.  
Meeting schedule and syllabus
  • October 27, 12pm-1:15pm: Introductions 
  • November 17, 12pm-1:15pm: Examining my discipline 
  • December 8,  12pm-1:15pm: Examining my own perspectives, approaches to teaching, biases 
  • January 19, 12pm-1:15pm: Examining my own courses (power, structure, facilitation, teaching methods) 
  • February 9, 12pm-1:15pm: Examining my syllabus (learning outcomes, readings, activities, assignments, evaluation/grading) 
  • March 2, 12pm-1:15pm: Beginning the process of decolonizing my syllabus 
  • March 23, 12pm-1:15pm:  Guest speaker on decolonizing/decentering the syllabus, Q&A with speaker 
  •  April 13, 12pm-1:15pm: Do a “go around” and each person shares one practical tool/idea for decolonizing the syllabus, breakout rooms, discuss plan for revising syllabus, talk through areas of concern, offer support, brainstorm ideas 
  • May 4, 12pm-1:15pm: Breakout rooms, share revised syllabus with a partner, talk through major changes, give and receive any final feedback on areas of concern or suggestions for improvement 

Counseling Education and Rehabilitation Services (CNED/RHS) Faculty Learning Community

 

This faculty learning community was established and began to meet in Fall 2020 continuing through Spring 2021.  The Rehabilitation & Family Services program has undertaken curricular review and revision this year which includes the intent to integrate equity-based and anti-racist content in a systematically in the course sequence for undergraduates.  The CNED/RHS group is also facilitated by Elizabeth Smolcic (Second Language Education), Alicia McDyre (Director of Field Services) and Seria Chatters (Counseling Education and Director of Equity & Diversity at the State College Area School District).  The Equity Pedagogy Network has supported the facilitation of this group with honoraria, but also opportunities for speakers on specific equity-based topics as well as the chance to collaborate with other learning group facilitators.  A small grant from Schreyer’s Honors College was received to support purchase of books and materials.  This group was modelled on the structure of the Elementary Education FLC with regular meetings, readings, group and online discussion for the first semester and with more focused work on syllabi and the curriculum planned for the second semester.

Purpose

The CNED/RHS faculty learning group was designed to: 1) grapple with personal experience and conceptual understandings of racism, oppression, white privilege and white fragility, 2) develop confidence and facilitation skills to engage in productive conversations around racial equity in classrooms, counseling and educational contexts, 3) make substantive changes to syllabi and curriculum to reflect an anti-racist stance.

Process

Members of the CNED/RHS group convened in Sept. 2020, and in a parallel fashion began with setting their own goals, identifying pedagogical needs and establishing interactional guidelines.  Activities of this group have included:

  • Reading and discussion of books such as “How to be an Antiracist” and “Race Talk and the Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race” in addition to articles specific to the field of counseling.
  • Group reflections on the readings via a Sites blog page
  • Development of a shared anti-racist vocabulary
  • The group is currently working through the syllabus review protocol and will move to setting specific goals for curricular mapping and revisions during the remainder of this semester.

Educational Policy Studies Faculty Learning Community, University Park

 

In the Fall of 2020, led by the Equity Pedagogy Network (EPN) and in collaboration with the College of Education Equity Team, faculty in Education Policy Studies at University Park, Penn State sought to form a Faculty Learning Community (FLC) for faculty members to collaborate together, share and connect with one another, and learn from one another specific to ways we might enhance awareness and practice in our respective research, instruction, service within the PSU College of Education. Planning meetings among FLC leaders commenced in October of 2020, wherein we worked to establish a purpose for our FLC and communicate that to invited participants. We also worked with our Department Head to ascertain faculty who might be especially interested or may particularly benefit from such a community experience.  It was decided that we would focus on leadership roles within the department. In November of 2020, multiple email invitations were sent to invite and encourage participation from all faculty serving in some leadership capacity within Education Policy Studies including professors in-charge, directors, program coordinators, committee chairs, and center leaders.

With six faculty members representing both Residential and World Campus instructional focuses/services on board, the first meeting of the FLC commenced in December of 2020. At this time, we have conducted two FLC meetings and established the following goals/priorities: team building, discussion, and problem-solving. As a team we established values and goals that we share around equity and anti-racism in education that align with Penn State’s commitment to organizational excellence. Together we engage in robust collaboration and innovative thinking for meaningful impact on our research, curriculum and pedagogy, and engagement in equitable, anti-racist culture shifts within Education Policy Studies. Further, our FLC Chairs will regularly engage as part of a network with other FLC Chairs from across Penn State for sharing, collaborating, and efforts toward consistency in how we think about, talk about, and respond to issues of equity across the College, further establishing our commitment to social adaptation and transformation toward enhanced equity across the College, as well as developing citizens, critically engaged in transformational leadership for equity and anti-racism, whose endeavors will support the public good. 

As an individual FLC, our meeting agendas focus on establishing a safe, supportive community for sharing, organize discourse around pre-determined, team-selected equity related topics, and provide for brain-storming solutions regarding issues we regularly experience working to address equity in service to students within our classrooms/course spaces as well as in our collaborations with colleagues and staff. Our greatest challenge thus far has been constraints of time. Additionally, overwhelming responsibilities in response to Covid conditions have provided for more meetings, more time in response to others on email, and more service in support of/response to urgent conditions, leaving us less available for meetings together for this purpose. We see the impact of time constraints in our efforts to plan meetings now that we have formed a group, and further, we expect time constraints under Covid conditions are a factor in faculty ability to make the commitment to join our FLC. What began as six members, is now five, given one original member needed to back out due to demands influenced by the Covid pandemic.

Despite these challenges, and even in our short time together, our FLC has indeed seen results including bonds formed over shared experience (team building), development of a repository for sharing materials and resources (specific to selected discussion topics for enhancing equity in our instruction), and created a digital space for ongoing, asynchronous discussion and problem solving specific to issues experienced in our daily practice as instructors, advisors, and faculty members. Further, our FLC has made an impact on the greater Penn State Community in the ways our work together translates to our research (articles and presentations provided specific to equity pedagogy), teaching (curricula and course revisions specific to equity in policy & leadership practice and equity pedagogy), and in service to our department and College community (sharing out in faculty meetings, contributing feedback in review of university proposals for change specific to equity, and enhanced involvement in the EPN and College Equity Team by members of our FLC).  

Note: words in italics  are taken directly from the Penn State University Strategic Plan for the purpose of demonstrating alignment with this plan within our planning and practice. 

Elementary and Early Childhood Education Program (EECE) Faculty Learning Community

In Spring 2020, a Faculty Learning Community (FLC) formed with the objective to develop faculty dispositions and knowledge about equity-based education and instructional practices.   A long-term outcome of the FLC is to systematically integrate equity-based instruction and materials into the all courses of the Elementary and Early Childhood Education teacher preparation program.  A curricular revision process is currently underway and will continue into the next academic year.  The curricular revision includes the UP campus and extends to 4 other commonwealth campuses that offer the degree program in Early Childhood & Elementary Education.

The Elementary and Early Childhood Education (EECE) program faculty group has discussed a desire to integrate anti-racist and equity-based concepts and instruction into their curricular sequence.  There is interest in professional development concerning structuring productive class discussions on racial equity.  For example, how to encourage engagement from students who are unaware of racial inequity in their own life experience and/or developing a shared language that is consistent across courses and field experiences, among other issues.

 Members of the College of Education’s Equity Team have taken the lead (Elizabeth Smolcic, Alicia McDyre & Seria Chatters) to facilitate engagement of the Faculty Learning Community (FLC) towards the goal of developing professional expertise on equity-based pedagogy, as well as analyzing and revising the Elementary and Early Childhood Education curriculum for systematic and layered instruction of anti-racist themes and practices.  Each participant in the FLC will select a focus course or module to implement instructional innovation and assess resulting student learning.  The FLC will engage in group online discussion, peer class observation/feedback and mapping of courses/curricula to identify gaps and needs. The learning process will be documented by a written reflection that incorporates explanation of pedagogical action being undertaken, emergent impacts, challenges and future steps.  Consulting with students will be encouraged throughout the process to incorporate inclusion of student voices.

Purpose

The EECE Faculty Learning Community (FLC) facilitates development of professional expertise and developing materials and instructional skills on equity-based and anti-racist pedagogy.  Specifically, questions such as the following are addressed:

  1. How do faculty members understand equity-based pedagogies and racial equity, more specifically? What is a shared language to be adopted and institutionalized in classrooms and peer discourses?
  2. What concepts (e.g. ‘whiteness,’ social justice, funds of knowledge, decolonial thinking, microaggressions, among many others) might be taught in the EECE curriculum?
  3. What instructional materials might be helpful to faculty as they work to integrate these concepts in the curriculum?
  4. How to manage difficult conversations in and outside of the classrooms on sensitive topics?

Process

Members of the FLC have met (roughly every three weeks) during Spring and Fall 2020 and have continued during Spring 2021 at group members request. The group meetings began with setting goals, identifying member needs and interactional guidelines.  COVID-19 required that the meetings move to Zoom shortly after the first meeting and several activities were postponed. Due to these disruptions, FLC members decided to continue work over the Summer 2020 and requested to continue work together during Spring 2021. The work has progressed in these ways:

 

  • Reading and discussion of books such as “White Fragility” and “Not Light, But Fire” as well as articles on equity-based teaching practices and specific themes that have arisen in group discussion.
  • Group reflections on the readings via a Sites blog page
  • Development of a shared anti-racist vocabulary
  • Application of an equity-based syllabus review protocol to course syllabi
  • Peer work in pairs and small groups to discuss syllabus adjustments and sharing of class activities and materials related to anti-racist teaching
  • Peer observation of teaching anti-racist content for support and instructional innovation
  • Dissemination to the larger EECE faculty for discussion, inclusion and next steps on these topics: 1) faculty learning community process and learning outcomes; 2) critical reflections and self-awareness; and 3) examples/modelling of anti-racist instructional strategies (to be presented in Feb. 2021).

Equity Team, College of Education, University Park

The Equity Team was formed in Fall of 2018 by the College leadership in response to narratives from BIPOC students concerning insensitivity to racial equity, gaps in curricular content and lack of faculty attention to productive discussion on race, equity and inclusion.  During the time period of this Seed Grant, the work of the Equity Pedagogy Network has both intersected with and supported planning and implementation of projects related to equity-based teaching and policies in the College.  .

The following are some initiatives that have developed over the past two years that benefited directly from the materials, people and educational opportunities offered by the EPN:

 

  • In Fall 2020, equity-based modules were designed and offered to all First Year Seminar (FYS) class sections. A research-oriented meeting hosted by the EPN brought attention to several validated survey instruments on anti-racism and advocacy orientations. Two members of the core Network group, (Daniela Martin and Elizabeth Smolcic) subsequently launched a research project to explore equity-based dispositions and attitudes of students in the First Year Seminar courses and develop baseline metrics for ongoing data collection over the next several years.
  • Support for facilitators of an anti-racist teaching/learning community of counselor education/RHS faculty which met regularly in fall and will continue work throughout the spring semester.
  • The Equity Pedagogy Network offered a workshop on a course syllabus review protocol to the EECE faculty learning group. It will be disseminated to the broader Elementary & Early Childhood Education faculty group. A protocol for peer observation and feedback was also created and piloted, based on models provided by the Network.
  • Members of the Network are working collaboratively with the Curricular Affairs Committee to establish a Task Force on Equity-Minded Curriculum which has begun work on a course syllabus template and a process for peer consultation on equity-minded teaching.

Greater Allegheny Crossing Bridges Task Force

 

The Crossing Bridges initiative at Greater Allegheny engages students, faculty and staff with community members to address racial divides in the Mon Valley. It comprises five key areas:

 

  1. Speakers Series: features prominent local and national figures who offer different perspectives on questions of race and racism in the United States and Mon Valley
  2. Summit Talks: Faculty, staff, students and community members join discussion leaders to consider speakers’ major points and identify actionable items for the campus to pursue.
  3. Unity Talks: Student-led discussions focus on topics that emerge from student dialogue about race and racism. Unity Talks engage students, faculty, and staff in honest dialogue about issues that concern students.
  4. Visiting Scholar Series: Feature’s intellectuals, artists, activists and others for a yearlong engagement to include teaching, community outreach, research, and/or creative performance. This year’s visiting scholar is Dr. Tom Poole, a civil rights scholar focused on educational equity.
  5. Task Force on Racial Equity and Justice is responsible for examining curriculum and programming and making recommendations to ensure that all members of the campus community develop an understanding of racial justice, racism and its impact on society.

Speaker Series 

The theme for the 2020-2021 Crossing Bridges Summit was “Examining Black Women’s Health.” Two Speaker Series events took place in Fall 2020. Access information about these events were sent to all members of the Equity Pedagogy Network.

October: Discussion of the 2019 “Pittsburgh Inequality Across Race and Gender” report, with a focus on Black maternal health.

 The event featured:

  • Jessica Brooks, CEO and Executive Director of the Pittsburgh Business Group on Health;
  • Elizabeth Miller, University of Pittsburgh Professor in Pediatrics, Public Health, and Clinical and Translational Science and co-director of “The Pittsburgh Study”– the largest stake-holder engaged, community-partnered longitudinal intervention study in the U.S. focused on children and youth.
  • Jamila Pleas, registered nurse and maternal health advocate and founder of Her Birth Right, a national nursing initiative working to bridge the gap in maternal health disparities for women of color.
December: “Socioeconomic and Environmental Perspectives on Black Women’s Health.”

This event featured:

  • Germaine Gooden-Patterson, environmental justice advocate and Community Health Worker with the non-profit Women for a Healthy Environment (WHE);
  • Jim Kelly, Deputy Director, Bureau of Environmental Health at the Allegheny County Health Department;
  • Tammy Thompson, Executive Director of Circles of Greater Pittsburgh and founder of social justice media company, T3 Media;
  • Dannai Wilson, Program Manager of Maternal and Child Health at the Allegheny County Health Department;
  • Ebonie Slade, Penn State Greater Allegheny Biobehavioral Health undergraduate student.

Summit Talks occurred the Saturday after each Speaker Series event where faculty, staff, students and community members gathered to reflect on the event and draft actionable items for the campus.

Fall 2020 also involved planning efforts for the Spring Speaker Series events—one scheduled for March 18 focused on “Psychological Influences on Black Women’s Health” and one scheduled for April 15 about “Political Influences on Black Women’s Heath.”

In addition to the Speaker Series, Crossing Bridges also supported two Unity Talks hosted by the PSU Greater Allegheny Black Student Union and the Student Government Association. These two events– “Do You Feel Safe in Your Skin” and “Youth Activism”– will be followed by a Spring 2021 event titled “Protest: Reflections of Identity on Activism.”

STEM-focused Faculty Learning Community

 

During the Spring 2021 semester, we formed a STEM-focused Faculty Learning
Community with 11 participants from three campuses (Abington, Fayette and University Park). Our goal was to establish a community of STEM peers, to gather information and practices on equity pedagogy, to reflect on our own beliefs and teaching, and to gather and implement equitable teaching tools.

We met bi-weekly, online and had a total of 7 meetings during the Spring semester including one summary/wrap-up meeting in May 2021.

Participants engaged in discussions centered on why students leave STEM.
Throughout the semester we read and discussed the following book: “Talking About Leaving Revisited: Persistence, Relocation, and Loss in Undergraduate STEM Education,” Editors: E. Symour & A. Hunter, Springer 2019. Through the research in this book, the participants were able to understand why so many students find STEM fields hostile and, in many cases, leave STEM. We reflected on changing our teaching practices as well as interactions with students. The participants shared experiences and methods of encouraging students to succeed as well as ideas for possible curriculum changes to better address inequities in student preparation.

The objectives of the STEM FLC on Equity Pedagogy were:

1. Create a community of STEM faculty who are aware of the problems that
minoritized students face in STEM.
2. Recognize issues of equity and racism in our curriculum.
3. Learn about the reasons why and at which stage students leave STEM.
4. Be able to articulate why diversity is important in STEM, and why African
American students are disadvantaged.
5. Reflect on and gather equitable teaching practices that are easily adaptable to
STEM classrooms.
6. Share successful experiences and methods of interacting with students to
increase their sense of belonging in STEM. Particularly important for students of
color, as well as all students.
7. Be able to disseminate why diversity, equity and inclusion are important and how
to implement them in STEM courses.

 

The Spring 2021 semester STEM FLC Participants:

Bortiatynski, Jackie – Chemistry (UP)
Brown, Nathanial – Math (UP)
Cooperider, Samia – Office for Diversity and Inclusion (UP)
Evans, Carol – Biology (Fayette)
Fernandez Castro, Marlon – Education (UP)
Finch, Kristin – Associate Dean for Diversity and Inclusion (UP)
Matkovic, Ana – Astronomy & Astrophysics (UP)
McCarthy, Lauren – Biology (UP)
Murray, Les – Biology (Abington)
Watts, Alison – Education (UP)