Transforming Institutions

doi:10.2307/j.ctv2x00vcx

Cited by 12 publications

References 102 publications

(172 reference statements)

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Incorporating equity, diversity, and inclusion in science: Lessons learned from an undergraduate seminar

2022

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Questions of equity, diversity, and inclusion in the sciences have taken center stage in light of the COVID‐19 pandemic and Black Lives Matter movement of 2020. This paper focuses on the experiences of academics engaging in such work, particularly in their roles as educators, by sharing two of the authors' experiences introducing equity, diversity, and inclusion initiatives in a first‐year science course at a Canadian university. Using critical research methodologies like narrative inquiry and memory work, we look at three separate instances where complex personal, institutional and course attributes fostered, allowed, or hindered efforts to bring these initiatives into the classroom. We consider how problematic incidents and obstacles relating to the organization of content on equity, diversity, and inclusion in science cropped up during the process, how they were perceived and handled in the moment, as well as the authors' reflections, takeaways, and lessons learned from the experience. These stories suggest that efforts to center discussions about equity, diversity, and inclusion in undergraduate science classrooms can be unpredictable and complex, particularly at the day‐to‐day level; this is especially the case when handling subtler microaggressions rather than clear instances of discrimination or harassment. Our study points to the importance of creating a more permanent institutional memory for initiatives that outlive those who initiated and organized them, so that they become embedded within the culture of a course or department.

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Incorporating equity, diversity, and inclusion in science: Lessons learned from an undergraduate seminar

2022

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Then and Now: Summary and Implications

Seymour

2019

Talking About Leaving Revisited

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Spreading Teaching Innovations in Social Networks: the Bridging Role of Mentors

Herman

Tomkin

et al. 2018

Journal for STEM Educ Res

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Although Evidence-Based Instructional Practices (EBIP) generally improve students' performance in STEM, traditional lecturing remains the most common instructional practice in postsecondary settings. This study examines an institutional change program that organized STEM faculty into communities of practice (CoPs) to facilitate the adoption and spread of EBIP in postsecondary classrooms. In this program, CoPs were mentored by faculty members who have a track record as advocates for high-quality teaching. In order for practices to spread, knowledge about those practices needs an avenue to spread. We hypothesized that CoP mentors provide these avenues by creating bridging ties between the disparate CoPs, thus spanning structural holes. To test the hypothesis, a sociometric survey was administered to document 100 faculty members' social interactions concerning teaching. A Monte Carlo permutation test revealed that the mentors significantly increased the density, connectedness, and centralization of the institutional change program's teaching social network more than any other random selection of faculty members. We also found that CoP mentors were the most likely individuals to connect otherwise unconnected CoP participants. These findings suggest that the CoP mentors played an important role in providing the bridges that can facilitate the spread of knowledge about teaching innovations across the network.

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Transforming Institutions

Cited by 12 publications

References 102 publications

Incorporating equity, diversity, and inclusion in science: Lessons learned from an undergraduate seminar

Incorporating equity, diversity, and inclusion in science: Lessons learned from an undergraduate seminar

Then and Now: Summary and Implications

Spreading Teaching Innovations in Social Networks: the Bridging Role of Mentors

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