Sun. April 29, 2018 1:15 PM to 4:45 PM
Ticketed event: Workshop ticket - $25.00 advanced registration and $35.00 on site registration
This workshop seeks to showcase and discuss promising curricular practices (using examples of courses being taught at Stanford University, University of Washington, University of Michigan, and Cal-Poly, San Luis Obispo) that engage students in credit-bearing courses addressing research on diversity and inclusion in STEM fields. We will engage workshop participants (STEM faculty, diversity program staff, etc.) in an interactive, hands-on session shaped around the interests and needs of those participating.
An important element in improving the academic climate for all students in STEM fields is directly influencing all students’ knowledge about factors that create a positive or negative environment, as well as strategies for improving problematic environments. Improving those environments is a top priority if we are to improve the national rates of retention and success of white women and minority men and women in STEM. It is critical that majority students understand these factors since at many institutions they are the individuals who dominate the environment and therefore the culture. In addition, both in minority-serving institutions (MSIs) and predominantly white ones (PWIs), exposure to this literature builds important confidence and efficacy for students underrepresented in STEM by offering them information about the ways in which contextual factors lead to difficult climates for them, even in the absence of prejudiced intent as well as what can be done to mitigate the influence of those factors.
When inclusion strategies are limited to co-curricular initiatives, even when effective, they comprise a lower priority activity. Moreover, they are less likely to reach the majority of students or engage faculty, more likely to be marginalized and misunderstood, and less likely to contribute to lasting change in higher education. Addressing inclusion via formal curriculum is an attractive alternative, however, since a priority focus for all academic engineering and computing programs is the curriculum. A wealth of content exists for such coursework as numerous social science and education scholars have collaborated with engineering and computing faculty members to produce a great deal of useful research and practice designed to enhance the inclusion and success of those underrepresented in engineering and computing.
This workshop is designed to showcase promising practices in creating courses for engineering and computing students that draw upon the extensive research that helps to illuminate the causes of and potential remedies for the underrepresentation of women, people of color, and others in engineering and computing. We anticipate future generations of engineers, scientists, other professionals, and anyone else will benefit from focusing on diversity during their academic studies, learning to think critically about their own cultural imprints, explicit and implicit biases and popular beliefs, and the value of diverse perspectives in building products, services, and high-functioning organizational structures, and act on that learning.
We seek to begin to build a community of practice within higher education to share pedagogical strategies and results, and to continue to build, implement, test, and improve, to bring these kinds of curricular experiences to scale.
We will provide short presentations about each of 4 courses at Stanford, U. Washington, U. Michigan, and Cal-Poly, addressing:
1.What motivated the course's development/what problem/opportunity does it address?
2. What are the learning objectives for the course?
3. Who takes the course? Who teaches it?
4. What outcomes/results we have observed/documented, etc.?
5. Hits and misses: (What has been successful? What insights have we gained? Lessons learned? Obstacles along the way? Things we will do differently in the future?)
In small groups or pairs, participants may brainstorm ideas for their own courses, and begin to outline and develop plans if they choose, as well as discuss how a community of practice emerging from such initiatives could develop.