Fostering Inclusion through an Interinstitutional, Community-Engaged, Course-Based Undergraduate Research Experience

Abstract

Creation of an inclusive environment requires a culture of equity, justice, value and respect for diverse backgrounds, and opportunities for students to engage with communities while addressing issues in science and society. These tasks are particularly challenging for institutions lacking a diverse population. Here, we demonstrate evidence of a successful model for creating an inclusive environment in an interinstitutional course between a large, public, historically black institution and a small, private, primarily white institution. Because many individuals from underrepresented minority groups tend to value communal goals of working together and helping their communities, we incorporated two high-impact practices of community-engaged learning and course-based undergraduate research experiences (CUREs) focused on health disparities research in neighboring communities. Although the research projects varied each semester, they were linked by their impact on and engagement with the community. Students practiced cultural competency skills in both small group projects within the class and engagement activities in the community. We measured the efficacy of CURE components (novel authentic research, scientific process skills, iteration, collaboration, and broader impact) through a combination of direct and indirect assessments, quantitative and qualitative analysis. More than simply scientific skills, students from both institutions developed lasting interest in working with diverse populations as well as respecting and valuing different backgrounds. This inclusive environment, combined with increased interest in research, suggests that this course could potentially serve as a model for interinstitutional collaborations in creating inclusive environments that support the future success of diverse students, eventually changing the STEM research culture.

Antiracist Opportunities in the Journal of Microbiology and Biology Education : Considerations for Diversity, Equity, and Inclusion

“…To further advance these efforts, we need to deepen our theoretical understandings related to DEI and ground our interventions and work in those theories. Some JMBE authors have already begun unpacking complex critical and social theories in recent years (see references 17 , 24 , 28 , 29 , and 38 as examples).…”

“…Some papers talk about the history of oppression in science neutrally ( 79 ), which buries the struggles that certain groups, such as women, have faced in our field (a subjugating practice). On the other hand, Malotky et al ( 29 ) increased students’ awareness of oppression, privilege, and cultural differences through explicit instruction about systemic racism during collaborative course-based undergraduate research experiences (CUREs) involving community stakeholders (a liberating practice). Taylor and Dewsbury ( 80 ) argue that normalized but violent language in biology curricula subjugates by reinforcing war norms and xenophobia, such as the use of the terms “invasive species” and “hijacked.” A different paper refers to students’ family and employment status as “risk factors” for academic success ( 70 ), an unfortunate label considering that low-income and first-generation students are pursuing college at increasing rates ( 26 ).…”

Unrealized potential from smaller institutions: Four strategies for advancing STEM diversity

“…Thus, teaching or co-teaching a CURE with faculty from underrepresented groups will be beneficial to students from those groups; however, many institutions employ very low numbers of faculty from underrepresented groups. Therefore, the CURE is an opportunity to build co-teaching relationships with nearby MSIs or HBCUs (Figure 1B), an approach which has been demonstrated to be particularly effective (Malotky et al, 2020). In addition, some smaller institutions, such as community colleges, may struggle to provide research facilities or opportunities.…”

Bridging Trade-Offs between Traditional and Course-Based Undergraduate Research Experiences by Building Student Communication Skills, Identity, and Interest

“…CURE students frequently demonstrate their knowledge through scientific presentations, writing, or other projects. In many CUREs, students use wet-lab scientific practices as a core tool to do experiments, but CUREs also often include computational research ( 8 ), collection and analysis of existing primary data ( 9 ), work with human subjects ( 10 ), and fieldwork ( 11 ). Many CUREs also include skills that are important to authentic research but do not directly involve data collection or analysis.…”