Fostering Inclusivity in STEM Classrooms
This workshop, organized by Dr. Roxanne Prichard, focuses on strategies to enhance courses which tend to be more lecture based and involve quantitative analysis and scientific reasoning.
Date & Time:
12:00 PM - 4:00 PM January 11 and 12 from 12:00 - 4:00 PM. Lunch will be provided.
On this campus and nationally, students of color and first generation college students are significantly more likely to be interested in a career in the sciences, yet disproportionately less likely to graduate with a STEM degree. How can we as educators address these opportunity and achievement inequities? What improvements can we make in course design and teaching style that enhance the effectiveness of our teaching, without altering the content or rigor?
In this interactive workshop, we will hear from a panel of students about their experiences navigating science and math education in a predominately white classroom. We will also identify how commonly used teaching practices can interfere with student learning, especially for those from non-majority groups. Reflecting on the previous day's issues, we will discuss concrete, evidence-based strategies that can be incorporated into your syllabus and teaching to make your classrooms inclusive for more students.
This workshop is open to all faculty members, but the content will focus on teaching and learning strategies to enhance courses which tend to be more lecture based and involve quantitative analysis and scientific reasoning.
JP Dundore-Arias is a Postdoctoral fellow at the University of Minnesota, and his research focuses on investigating the impacts of agricultural management practices on plant and soil microbiomes. Additionally, he is actively involved in different initiatives that have the goal to improve STEM equity, diversity and inclusion, including local K-12 outreach efforts and programs to recruit and retain underrepresented minority students to sciences.
Ilene Alexander has over 30 years of teaching and consulting experience at numerous colleges and universities. Several years ago, she started an Open, Online Participatory Seminar (OOPS) entitled “Multicultural Inclusive Learning & Teaching.”
Paul Ching has worked with faculty members and graduate students from a range of disciples for over 15 years and leads the consultation team at the University of Minnesota's Center for Educational Innovation.