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2:30PM - 4:00PM EST
Faculty Knowledge Essentials, Professional Attitudes and Ethics, Pedagogy: How people learn, Inclusiveness and diversity, Online / Webinar

Equity-Oriented, Inclusive Teaching in STEM

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: 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.

Learning Outcomes

Associate: Evidence-Based Teaching

  • Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

  • Recognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.

Associate: Learning-through-Diversity

  • Describe how an instructor’s beliefs and biases can influence student learning.

  • Describe several learning-through-diversity (LtD) techniques and strategies.

  • Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.

  • Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.

  • Describe the scope of diversity in learning environments, of both students and instructor. (*Including but not limited to backgrounds, race, gender, ability, socio-economic status, ethnicity, gender preference, and cognitive skills)

Practitioner: Evidence-Based Teaching

  • Access the literature and existing knowledge to develop a deeper understanding of existing evidence-based knowledge concerning high-impact, evidence-based teaching practices.

Practitioner: Learning-through-Diversity

  • Examine and describe own beliefs and biases, including how they may influence their students’ learning.

  • Access the literature and existing knowledge to develop a deeper understanding of diversity and its impact on accomplishing learning goals.