Achieving STEM diversity: Fix the classrooms

Abstract

Outdated teaching methods amount to discrimination

Extracellular DNAses Facilitate Antagonism and Coexistence in Bacterial Competitor-Sensing Interference Competition

“…J.A.C.V. certainly hopes Jo Handelsman can appreciate this paper, which is a result of several years believing in CURE and equity in the classroom ( 60 , 61 ). Furthermore, thanks go out to Louie Bierwert and Ricardo Racicot, directors of the Center for Molecular Biology at Smith College, for sequencing.…”

The PULSE Diversity Equity and Inclusion (DEI) Rubric: a Tool To Help Assess Departmental DEI Efforts

“…This work has been supported by the actions of professional societies, such as the American Association for the Advancement of Science and the American Society for Microbiology, which have published position statements and calls for equality and unity. In addition, federal agencies and private foundations have provided funding opportunities, such as the National Science Foundation’s Racial Equity in STEM and Howard Hughes Medical Institute’s Inclusive Excellence Initiative, which focus on addressing systemic inequities and promoting practices designed to increase the number of individuals from “historically excluded communities” ( 10 ) in science, technology, engineering, and mathematics (STEM).…”

“…This criterion focuses on the implicit biases that are part of scientific studies. Departments can use this rubric item to review their curricular content to determine if biases addressing those who serve as subjects in research studies and who benefit from scientific research findings are included in courses ( 10 , 38 ).…”

Science faculty conceptions of equity and their association to teaching practices

“…Researchers have identified various facets of exclusionary and dehumanizing environments for minoritized students, including exposure to bias, discrimination, deficit thinking, and microaggressions during interactions with others in STEM classrooms and other spaces in the university (Griffin, 2018;Hurtado et al, 2011;Lee et al, 2020;NASEM, 2016;McGee, 2020;Ong et al, 2011;Yosso et al, 2009). Some traditional instructional methods have also been found to be exclusionary as they do not appropriately support student learning and can lead to unwelcoming classroom climates where students from minoritized backgrounds are made to feel that they do not belong and cannot bring their authentic selves to STEM (Handelsman et al, 2022;Johnson, 2007;NASEM, 2016;Morton, 2019;Ong et al, 2011;Seymour, 2019). Specifically, there is compelling evidence that instructor-centered teaching, such as solely lecturing, have negative effects on student outcomes, while student-centered teaching improves student learning and persistence in STEM, and is particularly beneficial for students from minoritized backgrounds (Bransford et al, 2000;Dewsbury & Brame, 2019;NASEM, 2016;Theobald et al, 2020).…”

“…Some traditional instructional methods have also been found to be exclusionary as they do not appropriately support student learning and can lead to unwelcoming classroom climates where students from minoritized backgrounds are made to feel that they do not belong and cannot bring their authentic selves to STEM (Handelsman et al, 2022; Johnson, 2007; NASEM, 2016; Morton, 2019; Ong et al, 2011; Seymour, 2019). Specifically, there is compelling evidence that instructor‐centered teaching, such as solely lecturing, have negative effects on student outcomes, while student‐centered teaching improves student learning and persistence in STEM, and is particularly beneficial for students from minoritized backgrounds (Bransford et al, 2000; Dewsbury & Brame, 2019; NASEM, 2016; Theobald et al, 2020).…”