Norm Setting

Margaret Ann Bolick

Who Am I?

My name is Margaret Ann and I am currently a first year PhD student at Clemson University in the Engineering and Science Education Department. Previously, I attended Boston University where I earned my Bachelors in Biomedical Engineering and my Masters in Mathematics Education. After graduating with my Masters, I worked at a Title I high school in Boston for four years where I taught Integrated Math III, Physics, and Calculus and developed a community centered around parent/teacher/student communication.

Today’s Plan

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What are Norms?

Who can Use Norms? / When can Norms be Implemented?

Why are Norms Important?

Activity

Examples of Setting Norms

Questions

What are Norms?

• Norms are a set of self-identified expectations agreed upon by all parties

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• A common language used among members of the group

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• Examples:
• Only one conversation at a time. Refrain from side conversations.
• Mistakes are expected, inspected and respected. When something is said that is accidentally hurtful, we will acknowledge the hurt and work to understand and do better next time.
• Recognize that everyone will start from different bases of knowledge.

Why are Norms Important?

• Allow everyone to set their own boundaries and expectations for the group
• Provide space for everyone’s voice to be heard
• Not all spaces require the same behaviors or expectations
• By setting norms, the expected behaviors are known by every participant
• Equip the group with standards with which they can compare members to provide feedback
• Create a more inclusive environment

Who can Use Norms?

When can Norms be Implemented?

• Any group that is meeting regularly that is working toward a goal:
• Classes (large lecture style or smaller seminar style)
• PLC
• Department Groups
• Interdisciplinary Groups

• Ideally, norms are created at the beginning of the group’s time together
• If you didn’t create group norms in the beginning, don’t worry!
• Take time during a meeting to reflect on unspoken norms the group has developed
• Determine what norms the group would like to add/change to the list.

Activity

Suppose…

Jamboard Link

You are just starting with your Professional Learning Community (PLC). After getting to know each other, you decide to set norms surrounding three specific categories: (1) Process Norms, (2) Preparation Norms, and (3) Communication Norms. Your PLC is online so you utilize Jamboard and give everyone about 6 minutes to add their norms to the board.

Before the next meeting, I would compile the sticky notes into a document for everyone to review.

Examples of Setting Norms

• Provide a short list of suggested norms and have team members take time to add or edit in the first meeting. Have each team member read a norm outloud and explain what it means to them. Others can respond if they interpreted it differently.

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• Have team members write their top three non-negotiable norms on a sticky note. Allow space for each team member to read their norms out loud while someone scribes in a running document. At the end, consolidate any norms that are repetitive and see if there are any norms the group feels as though they missed.

Examples of Setting Norms

Once you have created norms, you can…

• Start every meeting by having each member of the team read a norm out loud
• Keep the set of norms at the top of your running agenda so everyone is able to reference them
• Revisit throughout the year to see if anyone wants to change/remove/update the norms

Additional Resources

Resources on Norms:

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Characteristics of Effective Teams

The Role of the Facilitator in Faculty Learning Communities: Paving the Way for Growth, Productivity, and Collegiality

Effective Collaboration Norms and Guidelines

Norms put the ‘Golden Rule’ into practice for groups

Getting Started with Establishing Ground Rules

Using Meeting Norms to Increase Efficiency and Inclusivity

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Additional Resources

Resources on Critical Conversations:

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Facilitating Difficult Race Discussions

Talking about Racism, Racial Equity and Racial Healing with Friends, Family, Colleagues and Neighbors

Responding to Microaggressions and Bias

Let’s Talk: Facilitating Critical Conversations with Students

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Questions