February’s community call focused on how scaffolding influences engagement and inclusion in communities. The call coincided with the release of the third installment of The CSCCE Community Participation Model guidebook, which described what scaffolding is and why it matters. And, as a gesture of gratitude and love to our community members in Valentine’s week, we also updated a number of our CC BY licensed scaffolding PDFs and created easily-adapted Google doc versions to support the creation of scaffolding across the STEM ecosystem.
We spent time on the call discussing and exploring these resources and the challenges community managers face when trying to create and/or socialize scaffolding in their communities, as well as coworking to create, adapt, and update materials. In this post, we recap some of the key points that came up during our community conversation.
Today we released the third part in our series of guidebooks that explore CSCCE’s Community Participation Model. It focuses on scaffolding – the items that complement programming to lower barriers to participation and support multiple modes of member engagement in a community.
Our February call will focus on scaffolding — onboarding documentation, how-to manuals, and tip sheets that keep everyone within an organization or community on the same page.
We’re currently finalizing a guidebook that lays out the role of scaffolding in STEM communities, and we’re excited to give you a sneak peak of the guidebook’s core concepts. This month’s call will also include time for participants to create or update their own scaffolding – either by adapting CSCCE’s CC-BY-licensed scaffolding templates or building and/or sharing their own organization’s documents.
Last week we took part in the 2021 Inclusive Sci Comm Symposium (ISCS21), and Katie and Lou hosted a session focused on using inclusive language in STEM community building. In this post, we offer a short recap of that session, and also highlight a new effort we’d like your help with: A glossary to help support community managers as they work to build inclusive, accessible, and engaging communities in STEM.
Today we continue our series of regular posts on the Trellis blog for science community managers interested in diversity, equity and inclusion. This installment was authored by Rosanna Volchok, The New York Academy of Sciences. Additional series coordinators are Jennifer Davison, Urban@UW, University of Washington, Josh Knackert UW-Madison Neuroscience Training Program, and Marsha Lucas, Society for Developmental Biology. You can find all of the posts in the series here.
In our first post, we introduced the concept of the science community manager as an agent of change. The ideals of inclusion and representation are so deeply woven into the fabric of community that community managers are thus uniquely positioned to help maximize diversity and foster equity. But what exactly do we mean when we talk about diversity, equity, and inclusion? And, more importantly, why do these concepts matter when we seek to build community within and across science, technology, engineering, and mathematics (STEM) fields? In this post we’ll examine these three core terms in more detail.
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