Broadening Participation Activities in Chemistry Celeste M. Rohlfing National Science Foundation Chemistry Division September 20, 2007

Rationale Large awards, by their nature and their visibility, are expected to provide leadership in broadening participation. Being broadly inclusive: seeking and accommodating contributions from all sources while reaching out especially to groups that have been underrepresented; serving scientists, engineers, educators, students and the public across the nation; and exploring every opportunity for partnerships, both nationally and internationally. -- NSF Strategic Plan

Continue the dialogue with our community Embed “broadening participation” into CHE business activities, and ask/require our PIs to do the same Exchange ideas within NSF on “best practices” Comprehensive CHE Strategy

January 2006 workshop on “Gender Equity in Academic Chemistry,” for dept. chairs Follow-up: leadership/diversity training for chairs at Council of Chem. Res. Meeting in April 2007 Chairs’ website: resources; wiki discussion board September 2007 workshop on under-represented minorities in chemistry, for dept. chairs Presentations at external mtgs. and workshops Dialogue with community

Embed broadening participation Beginning in FY07, all CHE panel presentations include information on implicit bias in evaluation CHE Broadening Participation Plan adopted 11/07 (NSF ) CHE CRIF:MU solicitation: new requirement of department plan for broadening participation (NSF ) CHE CBC solicitation: new requirement of plan for broadening participation (NSF )

Exchange ideas on best practices Presentations to: NSF internal working groups (ADVANCE, EOL) Directorate management teams (ENG, CISE, MPS) Divisions and Directorates (OISE, BIO, OCI, HRD Diversity Forum) Advisory Committees (GPRA-WG, EHR-AC, CEOSE) Leadership teams (SMaRT, DD Retreat)

Plan for Broadening Participation in Chemistry Mike Clarke Celeste Rohlfing Wade Sisk Charles Pibel NSF Division of Chemistry

CHE CRIF:MU Solicitation: Dept. plan components Leadership—How the department addresses its responsibilities with respect to broadening participation and practices good citizenship. (Examples: community outreach, department role as a campus leader.) Strategic planning—How the department sets strategic directions, determines key action plans, and assesses quality of its processes (e.g., recruitment, hiring, promotion, and retention) with regard to broadening participation. (Example: identifying any past patterns or current practices that have been obstacles to broadening participation and how to alter them.)

Dept. plan components Statistics and analysis—How the department collects, uses, and analyzes data to inform and update the department’s strategic planning with respect to broadening participation. (Example: assessing changes in participation of underrepresented groups as undergraduate chemistry majors.) Human resource focus—How the department enables its workforce to develop its full potential and how the workforce is aligned with the department’s objectives with regard to broadening participation. (Examples: leadership training, family- friendly policies, mentoring for promotion, skill set training, other resources.) Results—How the department performs and improves with respect to the involvement of underrepresented groups. (Example: implementing changes in recruitment practices or tenure committee compositions.)

CHE CBC Solicitation: Center plan components The broadening participation goals to be addressed; Plans for achieving those goals; and A discussion of how progress toward diversity will be measured.