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This paper describes the design, implementation and evaluation of a facilitated discussion series designed to build community among graduate students in STEM (Science, Technology, Engineering, Mathematics) at Michigan State University. Discussion topics were based on themes from “Lean In: Women, Work, and the Will to Lead” by Sheryl Sandberg. Six, two-hour discussion sessions were held in Spring, 2014, and 60 individuals registered for the program. Students completed preand post-experience surveys, as well as brief evaluations after each session. In the pre-experience survey, respondents were asked about their motivation for participating in this program. The most common responses included interest in reading the book (83%) or to “think purposefully about goal setting.” Less common motivators were expanding one’s network (39%), free food (57%), or being invited or encouraged by a peer (43%). The most common concern or question expressed on pre-experience survey was: how can successful women achieve work/life balance and have success in both family and career? Other common concerns expressed by participants on the pre-program surveys included: overcoming feelings of “inadequacy” or the imposter syndrome; how to speak up when silenced, interrupted, or ignored; and how to negotiate for what participants need to be successful. The qualitative responses, both on the pre-program survey and from observations of discussion in the first session, suggest a deeper motivation for participating: many participants feel isolated in their work. For the participants in this project, the presence of a structured and facilitated program offered certain advantages over less formal activities that are primarily focused around social activities. Further, these kinds of activities can address social-support needs of graduate students in powerful ways that are designed to challenge and support students as they undergo different kinds of transformation in their academic careers. This paper describes the design, implementation and results of this project, and offers important lessons and resources for those interested in implementing similar activities to engage graduate students at their own institutions. Introduction and Objectives During the 2013-14 academic year, the College of Engineering at Michigan State University (MSU) developed and evaluated a co-curricular program for graduate students in STEM (Science, Technology, Engineering and Math) using a popular book as a framework for discussion. The book, “Lean In: Women, Work and the Will to Lead” by Sheryl Sandberg, discusses many of the unique issues faced by women in the workplace, in the classroom, and in balancing professional and personal goals. With support from a $10,000 University grant, the MSU College of Engineering hired an experienced educator to design and facilitate a discussion series for graduate students using “Lean In” as a starting point for broader conversations. In developing the grant proposal for this project, two primary goals were identified: P ge 26785.2 1. Encourage a broader understanding among graduate students of the range of choices, opportunities, and challenges that women must navigate, and of the impact of culture, community, and context on women, whether in their personal lives, in higher education, or in the workplace. 2. Encourage and support the development of community among graduate students. The first goal is more specific, and reflects a desire to promote Michigan State University’s core value of inclusiveness. Graduate students participating in this program were encouraged to reflect on the unique choices and challenges posed to women in STEM fields, and to consider their own goals and measures of success. The second goal reflects broader efforts within the College of Engineering and Michigan State University to promote holistic wellness for graduate students. As part of this project, we specifically sought to develop a better understanding of how to design co-curricular programming to support graduate students’ personal and professional development, and to identify successful activities and programmatic frameworks that could be replicated and adapted to serve future students. In the context of these overarching goals, there were several specific outcomes we hoped to facilitate through the project, including: 1. Facilitate the development of supportive communities and relationships among graduate students, with the goal of increasing the levels of peer support and inclusion that students experience during their time at the University. 2. Facilitate the development of a supportive environment where graduate students are comfortable sharing experiences and insights from their personal and cultural backgrounds, with the goal of broadening individual’s understanding about the choices, opportunities, and challenges that women have in various countries and cultures, as well as differences across academic disciplines and professional settings. 3. Encourage graduate students to reflect on their personal goals, values and choices and develop individual action plans to achieve their own understanding of “success.” 4. Develop formative and summative assessment tools to examine (1) changes in participants’ attitudes, beliefs, and actions related to “leaning in” to challenges, both in and out of the workplace; and (2) changes in participants’ attitudes, beliefs and actions regarding the importance of building and maintaining relationships and community among graduate students at the University. While these assessments were developed in the context of the proposed activities, it was expected that the instruments could be adapted for use with subsequent projects and activities within the College of Engineering and elsewhere in the University. 5. Gain insight into the culture and community of graduate students at MSU, and identify areas where students are receiving sufficient support—or need additional help—in order to succeed in their graduate studies. P ge 26785.3 6. Develop a series of discussion questions and activities focusing on themes from “Lean In” that, if successful, could be shared with other graduate programs at MSU (and potentially at other institutions) in order to implement similar discussion groups. These anticipated goals were articulated in the planning process, but were echoed by participants themselves. For example, the creation of a community of graduate students was a goal for the program; upon start of the program, this same goal was identified by many of the students (51.2%). According to the data, engagement with other students was of central importance for both why they participated and what they found most valuable in their participation.

“Leaning In” by Leaving the Lab: Building Graduate Community Through Facilitated Book Discussions