STEM Inclusive Teaching Practices
EDSIN (Environmental Data Science Inclusion Network), B(ui)LDS (Biological Universal and Inclusive Learning in Data Science, BLUE (Biodiversity Literacy in Undergraduate Education), and iDigBio (Integrated Digitized Biocollections), are organizing a new webinar series entitled “Inclusive Teaching Practices in STEM Education.” The purpose of this series is to initiate discussion on topics related to inclusive teaching practices while building community among a diversity of STEM disciplines interested in creating more inclusive learning environments for undergraduate students. Our partners represent very different communities in the world of STEM, but we are all really interested in fostering more diverse and inclusive communities, so one goal of this project is to raise awareness of the existing knowledge base and resources that exist.
Episode Four: Beyond Techniques: A Phenomenological Approach to Inclusive Teaching
Presenter: Mays Imad, Pima Community College
Presented July 29, at 4:00 pm Eastern.
Inclusive teaching means teaching in ways that do not exclude students, accidentally or intentionally, implicitly or explicitly, from opportunities to learn and thrive. For inclusive teaching to be authentic, effective, and transformative, it is necessary for educators to ensure that their perception of students’ experience and expectations aligns with students’ phenomenological reality.
This webinar will examine faculty perception of the purpose of STEM according to their students. Does their understanding align with their students'? Participants will explore concrete, evidence-informed strategies to (1) align what students expect from their education with what faculty think; (2) transform the classroom, virtual or in-person into a sanctuary where all students can explore life, the inner and the outer; (3) create a meaning-centered education which is grounded in love of knowledge and humanity.
Mays Imad is a neuroscientist and professor of Pathophysiology and Biomedical ethics at Pima Community College, the founding coordinator of the Teaching and Learning Center, and a Gardner Institute Fellow. Dr. Imad’s current research focuses on stress, self-awareness, advocacy, and classroom community, and how these relate to cognition, metacognition, and, ultimately, student learning and success. Through her teaching and research, she seeks to provide her students with transformative opportunities that are grounded in the aesthetics of learning, truth-seeking, and self-realization.
Episode Three: The Role of Educators in Dismantling Systemic Racism
Presenter: Kelisa Wing, Professional Development Specialist at Department of Defense Education Activity (DoDEA)
Presented June 17, at 3:00 pm Eastern.
This episode will build from Kelisa Wing's recent blog post calling for educators to hold themselves accountable for dismantling racial oppression. There is unmet potential for educators to teach tolerance, ensure representation, and disrupt the system of oppression for our students and colleagues. Kelisa will provide specific, actionable ways educators can make a difference in the lives of the students they serve.
Kelisa Wing is the author of "Weeds & Seeds: How To Stay Positive in the Midst of Life’s Storms" and "Promises and Possibilities: Dismantling the School to Prison Pipeline" (both available on Amazon). She also is a 2017 State Teacher of the year, speaker, teacher and activist for discipline reform. Kelisa has collaborated with 100Kin10 to develop frameworks for retaining teacher leaders in STEM education for the past two years.
Episode Two: Universal Design for Learning
Presenters: Andrew Hasley and Hayley Orndorf
Presented May 13, at 3:00 pm ET.
This episode will introduce Universal Design for Learning (UDL), an educational framework originally developed by CAST that guides instructors in the design of learning environments and educational materials that are accessible, engaging, and challenging for all students. This episode will also offer attendees the opportunity to practice identifying and applying UDL principles to classroom activities. As this episode is designed to be interactive, please attend prepared to collaborate with others as we learn together.
Andrew Hasley, PhD, is a Universal Design for Learning project manager with BIOQUEST where he works on design and delivery of professional development focused on helping undergraduate biology faculty understand and use UDL principles to design learning experiences that allow all learners to thrive. When not helping others implement UDL, he is a geneticist and bioinformatician studying microbial evolution.
Hayley Orndorf is the Universal Design for Learning Project Manager at BioQUEST and the Project Coordinator at QUBES. In both roles Hayley works to support initiatives around Open Educational Resources and the design and implementation of professional development that focuses on Universal Design for Learning.
Episode One: Inclusive Teaching Practices
Presenter: Bryan Dewsbury (University of Rhode Island)
Presented on April 8, at 11:00am ET.
Bryan Dewsbury, Ph.D is a Gardner Institute Fellow and an Assistant Professor of Biology at the University of Rhode Island. He is the Principal Investigator for the SEAS (Science Education And Research) program. Their research focuses on questions relating to identity constructs, bias, relationships, and the effects of those variables on learning in students (from K-PhD). He is ultimately interested in helping to re-frame the education discussion to better address questions of equity and community-building. His work addresses pressing issues such as student retention in STEM fields (especially in higher ed), the under-representation of minority groups in certain STEM fields, and the role of affect (instructor and student) in promoting student learning gains. He also use the results of those efforts to help faculty develop inclusive curricula and sense of community in the classroom.