In the last of three events on women in STEM, we will define and characterize inclusive practices for STEM teaching. Attention will be given to discuss the affordances, as well as potential constraints of these practices.
Questions to consider include:
- What is equity-oriented, inclusive teaching?
- What are some of the affordances and constraints with implementing inclusive practices (e.g. institutional, departmental, personal, etc.)
- What are some examples of inclusive teaching practices in undergraduate STEM courses?
Reference: Aragón, O. R., Dovidio, J. F., & Graham, M. J. (2017). Colorblind and multicultural ideologies are associated with faculty adoption of inclusive teaching practices. Journal Of Diversity In Higher Education, 10(3), 201-215. doi:10.1037/dhe0000026 Harbin, B. (2016, April 19). Teaching beyond the gender binary in the university classroom [Blog post] Retrieved from: https://cft.vanderbilt.edu/teaching-beyond-the-gender-binary-in-the-university-classroom/ Killpack, T. L., & Melón, L. C. (2015). Toward Inclusive STEM Classrooms: What Personal Role Do Faculty Play?. CBE Life Sciences Education, (3), doi:10.1187/cbe.16-01-0020 Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco, CA: Jossey-Bass.