STEM TEACHING GROUP WORKSHOP MARCH 5, 2015 Creating Inclusive Courses: Practical Approaches that Advance Learning in STEM Courses Angela Linse, Ph.D. Exec. Director Suzanne Weinstein, Ph.D. Director S chreyer I nstitute for T eaching E xcellence

“I confess, my usual response to the thought of a diversity workshop is … well, you can guess. Not that I don't value it (I do!), but in my experience these workshops usually seem far afield from what I can use in my course.” ̶ Science faculty member Faculty like you motivated us to develop this workshop

What makes a classroom inclusive? Each student feels like s/he is respected, belongs, and can make unique contributions to the course. Adapted from Shore et al., 2010

In this workshop participants will: Recognize that individual faculty can take action that matters Identify strategies most relevant for their courses Explore two of the most elusive challenges to inclusive teaching Provide feedback to improve the workshop

1.Read the “Strategies” handout. 2.In the margin, mark each with the following:  not appropriate  I already do this  I sort of do this  I want to try it You may already be using inclusive teaching strategies!

Memberships Activity 1.Make a list of ≥ 5 groups to which you belong. Which are visible? Invisible? Which are innate? Chosen? 2.Find a partner. Make a list of at least five membership groups for you partner. 3.Share your own membership list with your partner.

We all belong to many different groups. Gardenswartz, Lee and Anita Rowe (2010) Managing Diversity, 3 rd Ed. Alexandria, Va. : Society for Human Resource Management.

Stricker and Ward (2004) Journal of Applied Social Psychology, 34(4): AP Calculus Timing of Gender ID ♀♀♂♂ ID Gender Before Exam ID Gender After Exam Formula Score (  ) Aronson, J. et al. (1999) Journal of Experimental Social Psychology 35(1): 29–46. What could explain the suppressed performance in these examples? Items Solved Correctly (  ) Math Ability Math Ability Relative to Asians White Male Math Ability

What is Stereotype Threat? The possibility of confirming a negative stereotype about your group in important evaluative situations. Purdie-Vaughns, 2015

Stereotype Threat: Key Points 1.We are all susceptible to stereotype threat. 2.We are most at risk when performing challenging cognitive tasks. 3.Stereotype threat applies to those with: high ability / highly developed skills high self-esteem / confidence strong motivation to succeed 4.Primary triggers: Evaluation of an ability Importance of the ability to the individual

How can we reduce stereotype threat? Remind students that achievement is based on learning and learning is a result of hard work and persistence - not innate ability Set high standards but communicate that you believe your students can meet high standards Grade based on standards, not perceptions Everyone struggles or does poorly sometimes and struggle is not a sign of inability

2.Males called on more frequently than females. 3.Using “gay” to describe a socially ostracized student. 4.Raised voice when speaking to a blind person. Have you witnessed any of the following? 1.A compliment offered to an Asian American student for speaking good English.

What are microaggressions? Micro-aggressions are indignities that harm. They are: brief commonplace verbal, behavioral, or environmental intentional or unintentional

How can faculty minimize the impact of microaggressions? 1.Establish ground rules for interacting in class 2.Address student micro-aggressions promptly 3.Don’t point out a student who might represent a particular identity group 4.Don’t ask students to represent the perspective of an entire identity group 5.Be aware that your identity might impact students

Thank You! And now for your feedback…