Using Student-Led Discussion and Reflection of a Public Health–Related Nonfiction Book as a Tool to Encourage Inclusive Pedagogy in an Undergraduate Classroom

Abstract

Educators realize the need to provide an inclusive, safe environment in a diverse classroom setting to encourage discussion of sensitive topics. However, descriptions of evidence-based approaches that may help us to meet inclusive pedagogy-related competencies are limited. Here, we describe a discussion format that followed chapter readings from a nonfiction biographical book called Mountains beyond Mountains: The Quest of Dr. Paul Farmer, a Man Who Would Cure the World (2003), by Tracy Kidder. This semester-long effort allowed sufficient time for students to develop an understanding of global public health affairs and to reflect on their own role in this world as responsible citizens. A discussion around several sensitive issues emerged, such as the extent of their belief in faith versus science, their opinion on providing financial aid to developing countries versus addressing public health issues in their home country, stereotypes and how that may spread panic during a public-health emergency. The student essays provided evidence that activities were successful in 1) drawing out students' voices about world affairs, 2) teaching students to empathize with varied belief systems, 3) helping students develop a deeper appreciation of empirical and ethical factors that may affect such issues-all of which are key competencies for an inclusive classroom setting. We believe that the activities are flexible in structure and could be easily incorporated into a biology or liberal arts classroom setting to achieve inclusive pedagogy-related goals.

A low‐cost cure for CUREs: An undergraduate microbiology course engaging students in authentic research using publicly available datasets

“…These results are consistent with past studies examining how access to research experiences and mentorship can deeply impact students' retention in STEM, and how personal career stories from scientists can impact feelings of belonging in STEM, especially if the scientists share common features of the students' backgrounds 5,7,21,22 . Using popular science books and highlighting stories of classic experiments have also both been shown to foster students' interest and curiosity in research and science careers 23,24 …”

“…5,7,21,22 Using popular science books and highlighting stories of classic experiments have also both been shown to foster students' interest and curiosity in research and science careers. 23,24 4 | DISCUSSION…”

A Novel Undergraduate Seminar Course Celebrating Scientific Contributions by Scientists from Historically Marginalized Communities

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Immune Literacy: a Call to Action for a System-Level Change

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