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1. Jumpstart Virtuous Cycles Within Social Innovation Communities

   Goldstein, Bruce Evan ( March 2021 , Social innovations journal)

   Strong leadership is crucial to fostering social innovation, and yet successful social innovation organizations are often those in which leaders do not play a dominant role. This is made possible by leadership practices that activate a community’s self-organizing and self-guiding potential. In this paper I share some of these effective practices, which were identified by highly experienced designers and facilitators of learning networks during a dialogue series on how to maintain lively, generative innovation communities held from 2018 to 2020. I provide advice from the netweavers in their own words, along with my commentary on how to create this potentialmore »by initiating and maintaining virtuous cycles of exchange and reciprocity, where group members could “pay it forward” without directly expecting something back every time. Many of these leadership practices are simple actions that are common sense practices in our personal lives but often absent in the workplace, such as creating a welcoming environment, assessing what people wanted to give and receive, being the first to give your members something valuable, calling attention to their successes, and underscoring the value that you provide them every time you interact. One powerful way to foster reciprocity that they emphasized was to organize semi-autonomous small-team activities, or co-work. While co-work can and should accomplish useful outcomes, its greatest value may be in how it maintains necessary coherence and coordination while contributing to building ownership and autonomy that supports an organization’s capacity for self-governance.« less
2. Love and Discord: Creating Passion Through Leadership

   Goldstein, Bruce Evan ( March 2021 , Social innovations journal)

   How can a social innovation enhance diversity in ways that maximize its social benefits and minimize its social costs? This challenge was explored in a dialogue series convened from 2018 to 2020, where highly experienced network designers and facilitators (or “netweavers”) explored how to maintain lively, generative innovation communities. This paper provides advice from the netweavers in their own words, combined with my commentary on their ideas for benefiting from diverse membership and building and maintaining connection within social innovations organizations that may have limited face-to-face interaction. I first explore how to bring love to your leadership by engaging selflessly,more »telling the truth, and cultivating a mind and body connection. I recount how the netweavers engaged in ritual, storytelling, and other creative techniques for enhancing intuition and imagination, and how they maintained brief personal connections that were individually tailored to their community member’s needs. Second, I explore how to embrace diversity and disruption. A creative community contains many kinds of diversity, and these differences are useful for innovation work since they cause people to question and broaden their ideas and assumptions. I recount the netweavers’ ideas about how to weave this capacity for creative disruption within a culture of safety and reassurance without letting things get too comfortable and complacent. They concluded that social innovation communities should not cultivate consensus, but rather should create an environment where people see each other as legitimate participants and feel safe to share their differences.« less
3. Weaving Social Innovation Communities During Times of Disruption

   Goldstein, Bruce Evan ( March 2021 , Social innovations journal)

   In a time of disruption, how do our social innovation organizations maintain the enabling conditions for productivity, commitment, creativity, and purpose? In this article I summarize the practical wisdom shared with me during twelve online dialogues convened from 2018 to 2020. Highly experienced and effective network designers and facilitators (“netweavers”) discussed how they addressed challenges to their efforts to pursue social justice and ecological and economic well-being while working remotely within collaborative learning networks. I provide their own verbatim advice on how to catalyze creativity and impact within a highly dispersed innovation community, and offer 27 actionable steps organized undermore »four headings that address: (1) how to show up in your organization, (2) how to organize so governance and creativity becomes self-generating, (3) how to manage your organization over time, and (4) how to manage during shock and stress. These ideas can help sustain the ability of your organization to pursue effective strategies to address seemingly intractable problems, adapt to changing conditions and new contexts, scale innovation, and respond rapidly to crisis.« less
4. Untapped capacity for resilience in environmental law

   https://doi.org/10.1073/pnas.1906247116  

   Garmestani, Ahjond ; Ruhl, J. B. ; Chaffin, Brian C. ; Craig, Robin K. ; van Rijswick, Helena F. ; Angeler, David G. ; Folke, Carl ; Gunderson, Lance ; Twidwell, Dirac ; Allen, Craig R. ( October 2019 , Proceedings of the National Academy of Sciences)

   Over the past several decades, environmental governance has made substantial progress in addressing environmental change, but emerging environmental problems require new innovations in law, policy, and governance. While expansive legal reform is unlikely to occur soon, there is untapped potential in existing laws to address environmental change, both by leveraging adaptive and transformative capacities within the law itself to enhance social-ecological resilience and by using those laws to allow social-ecological systems to adapt and transform. Legal and policy research to date has largely overlooked this potential, even though it offers a more expedient approach to addressing environmental change than waitingmore »for full-scale environmental law reform. We highlight examples from the United States and the European Union of untapped capacity in existing laws for fostering resilience in social-ecological systems. We show that governments and other governance agents can make substantial advances in addressing environmental change in the short term—without major legal reform—by exploiting those untapped capacities, and we offer principles and strategies to guide such initiatives.« less
5. Engaging STEM Transformational Experiences for Early Momentum (ESTEEM)

   Yahdi, Mohammed ; Bracey, Zoe Buck ( November 2019 , National Science Foundation -  Hispanic-Serving Institutions (HSI) Program Principal Investigator (PI) Meeting, November 2019.)

   Need/Motivation (e.g., goals, gaps in knowledge) The ESTEEM implemented a STEM building capacity project through students’ early access to a sustainable and innovative STEM Stepping Stones, called Micro-Internships (MI). The goal is to reap key benefits of a full-length internship and undergraduate research experiences in an abbreviated format, including access, success, degree completion, transfer, and recruiting and retaining more Latinx and underrepresented students into the STEM workforce. The MIs are designed with the goals to provide opportunities for students at a community college and HSI, with authentic STEM research and applied learning experiences (ALE), support for appropriate STEM pathway/career, preparationmore »and confidence to succeed in STEM and engage in summer long REUs, and with improved outcomes. The MI projects are accessible early to more students and build momentum to better overcome critical obstacles to success. The MIs are shorter, flexibly scheduled throughout the year, easily accessible, and participation in multiple MI is encouraged. ESTEEM also establishes a sustainable and collaborative model, working with partners from BSCS Science Education, for MI’s mentor, training, compliance, and building capacity, with shared values and practices to maximize the improvement of student outcomes. New Knowledge (e.g., hypothesis, research questions) Research indicates that REU/internship experiences can be particularly powerful for students from Latinx and underrepresented groups in STEM. However, those experiences are difficult to access for many HSI-community college students (85% of our students hold off-campus jobs), and lack of confidence is a barrier for a majority of our students. The gap between those who can and those who cannot is the “internship access gap.” This project is at a central California Community College (CCC) and HSI, the only affordable post-secondary option in a region serving a historically underrepresented population in STEM, including 75% Hispanic, and 87% have not completed college. MI is designed to reduce inequalities inherent in the internship paradigm by providing access to professional and research skills for those underserved students. The MI has been designed to reduce barriers by offering: shorter duration (25 contact hours); flexible timing (one week to once a week over many weeks); open access/large group; and proximal location (on-campus). MI mentors participate in week-long summer workshops and ongoing monthly community of practice with the goal of co-constructing a shared vision, engaging in conversations about pedagogy and learning, and sustaining the MI program going forward. Approach (e.g., objectives/specific aims, research methodologies, and analysis) Research Question and Methodology: We want to know: How does participation in a micro-internship affect students’ interest and confidence to pursue STEM? We used a mixed-methods design triangulating quantitative Likert-style survey data with interpretive coding of open-responses to reveal themes in students’ motivations, attitudes toward STEM, and confidence. Participants: The study sampled students enrolled either part-time or full-time at the community college. Although each MI was classified within STEM, they were open to any interested student in any major. Demographically, participants self-identified as 70% Hispanic/Latinx, 13% Mixed-Race, and 42 female. Instrument: Student surveys were developed from two previously validated instruments that examine the impact of the MI intervention on student interest in STEM careers and pursuing internships/REUs. Also, the pre- and post (every e months to assess longitudinal outcomes) -surveys included relevant open response prompts. The surveys collected students’ demographics; interest, confidence, and motivation in pursuing a career in STEM; perceived obstacles; and past experiences with internships and MIs. 171 students responded to the pre-survey at the time of submission. Outcomes (e.g., preliminary findings, accomplishments to date) Because we just finished year 1, we lack at this time longitudinal data to reveal if student confidence is maintained over time and whether or not students are more likely to (i) enroll in more internships, (ii) transfer to a four-year university, or (iii) shorten the time it takes for degree attainment. For short term outcomes, students significantly Increased their confidence to continue pursuing opportunities to develop within the STEM pipeline, including full-length internships, completing STEM degrees, and applying for jobs in STEM. For example, using a 2-tailed t-test we compared means before and after the MI experience. 15 out of 16 questions that showed improvement in scores were related to student confidence to pursue STEM or perceived enjoyment of a STEM career. Finding from the free-response questions, showed that the majority of students reported enrolling in the MI to gain knowledge and experience. After the MI, 66% of students reported having gained valuable knowledge and experience, and 35% of students spoke about gaining confidence and/or momentum to pursue STEM as a career. Broader Impacts (e.g., the participation of underrepresented minorities in STEM; development of a diverse STEM workforce, enhanced infrastructure for research and education) The ESTEEM project has the potential for a transformational impact on STEM undergraduate education’s access and success for underrepresented and Latinx community college students, as well as for STEM capacity building at Hartnell College, a CCC and HSI, for students, faculty, professionals, and processes that foster research in STEM and education. Through sharing and transfer abilities of the ESTEEM model to similar institutions, the project has the potential to change the way students are served at an early and critical stage of their higher education experience at CCC, where one in every five community college student in the nation attends a CCC, over 67% of CCC students identify themselves with ethnic backgrounds that are not White, and 40 to 50% of University of California and California State University graduates in STEM started at a CCC, thus making it a key leverage point for recruiting and retaining a more diverse STEM workforce.« less