1. www.cirtl.net Strategies for Implementing Inclusive Teaching and Research Practices in STEM Session begins at 1PM ET/12PM CT/11AM MT/10AM PT. Please configure your audio by running the Audio Set Up Wizard: Tools>Audio>Audio Set Up Wizard. Why are you here today? Respond below with the textbox tool (4 th icon on the vertical toolbar to the left) Featuring: Danielle Daniels STEM Specialist Kearns Center University of Rochester

2. www.cirtl.net Welcome To Today’s CIRTLCast! Learn more about CIRTL at www.cirtl.netwww.cirtl.net EVENTS JOURNAL CLUB COURSES WORKSHOPS SUMMER INSTITUTES ACADEMIC JOB POSTINGS

3. Where to Begin?  We start with ourselves  We move on to the research  We continue with real life experiences  We start with ourselves  We move on to the research  We continue with real life experiences

4. What are your honest thoughts and feelings about privilege?

5. On privilege Be aware and recognize what it means for you…

6. On privilege Be aware and recognize what it means for you… …so you can be aware and recognize what it means for others. Be aware and recognize what it means for you… …so you can be aware and recognize what it means for others.

7. Adverse Effects of Stereotypes “Under limited circumstances, the motivation to disprove stereotypes can have constructive effects. But at precisely the point where performance and ease of functioning are most important, at the limits of one’s skills and knowledge as one tries to develop and grow, this form of motivation often backfires causing underperformance” – Claude M. Steele “Under limited circumstances, the motivation to disprove stereotypes can have constructive effects. But at precisely the point where performance and ease of functioning are most important, at the limits of one’s skills and knowledge as one tries to develop and grow, this form of motivation often backfires causing underperformance” – Claude M. Steele

8. “Over-Efforting” Work intensive, ineffective study habits.

9. “Over-Efforting” Work intensive, ineffective study habits. Study methods focused less on concepts and more on rechecking against answers. Despite great effort students often performed worse on test than White and Asian students who had studied no more or even less than they did.

10. How would stereotype threat and over-efforting appear from our viewpoint as educators?

11. Treisman’s Observation Philip Uri Treisman a Mathematician at UC Berkeley observed students study habits outside of class. Some of his key findings were:  Asians students studied in groups, formal and informal, more than black and white students.  White students studied more independently but they readily sought help from other students and teaching assistants.  Black students were intensely independent, private about their work, and pushed through long hours of study alone Philip Uri Treisman a Mathematician at UC Berkeley observed students study habits outside of class. Some of his key findings were:  Asians students studied in groups, formal and informal, more than black and white students.  White students studied more independently but they readily sought help from other students and teaching assistants.  Black students were intensely independent, private about their work, and pushed through long hours of study alone

12. Treisman’s Insight Underrepresented Minority & First generation Students  Often carried pressure from their family’s expectations.  Tried to accomplish their work all by themselves, in a class where other people were working more happily and efficiently together pooling their intellectual resources. Underrepresented Minority & First generation Students  Often carried pressure from their family’s expectations.  Tried to accomplish their work all by themselves, in a class where other people were working more happily and efficiently together pooling their intellectual resources.

13. What would possible interventions look like?

14. A University of Rochester Example What stereotype threat and over efforting looked like in Chemistry The rates of underrepresented minority, low-income and first generation college students persisting in STEM majors to degree completion is low. This was reflected in undergraduate general and organic chemistry courses The rates of underrepresented minority, low-income and first generation college students persisting in STEM majors to degree completion is low. This was reflected in undergraduate general and organic chemistry courses Baseline Year (Without Intervention) PassFailWithdraw 2006-200711%

15. Outline of Program Administrative Component Partner departments and PhD students meet 5 times a semester to discuss: Exam scores Student behavior in study groups (lateness, absences, etc.) Pedagogical methods for study group leaders Advising information Journals from study group leaders Partner departments and PhD students meet 5 times a semester to discuss: Exam scores Student behavior in study groups (lateness, absences, etc.) Pedagogical methods for study group leaders Advising information Journals from study group leaders

16. First Year Chemistry Course Results Data for first two years are for same subset of students to which the intervention applied *Intervention Year +University Withdraw Policy Changes CHE 131 Course YearPassFailWithdraw 2007-200868%0%32% 2008-200982%14%4% 2009-2010 + 93%7%0% 2010-2011100%0.00%0% 2011-201296%4.00%0%

17. Second Year Chemistry Course Results Data for first two years are for same subset of students to which the intervention applied *Intervention Year +University Withdraw Policy Changes CHE 132 Course YearPassFailWithdraw 2007-2008 93%0%7% 2008-2009 100%0% 2009-2010 + 100%0% 2010-2011 100%0% 2011-2012n/a

18. First Semester Organic Chemistry Course Results Data for first two years are for same subset of students to which the intervention applied *Intervention Year +University Withdraw Policy Changes CHE 203 Course YearPassFailWithdraw 2007-2008 63%0%37% 2008-2009 86%14%0% 2009-2010 + 94%6%0% 2010-2011 100%0% 2011-2012 95%5%0%

19. This isn’t THE END We have to remain diligent. We’ve recently experienced a sharp drop in participation from participants and group leaders. What real life experiences AREN’T being considered? We have to remain diligent. We’ve recently experienced a sharp drop in participation from participants and group leaders. What real life experiences AREN’T being considered?

20. What could smaller scale interventions look like when your classrooms look like this?

21. What could smaller scale interventions look like?

22. Is the solution actually a new barrier?

24. We must do our best to frame our thinking to include real students.

25. What opportunities for authentic experiences with students are available to you?

26. Expectations and Reality Had no idea what to expect  Strangely this was correct. Thomas Nevins 2015 Kearns-CIRTL Fellow

27. Maintaining an inclusive lab: Support through a positive lab environment Let students have fun Put a value on motivation Promote a pioneering attitude Build confidence Especially important for those at risk of leaving STEM Get feedback on mentoring Person-specific mentoring Mark Buckley, PhD March 16 th CIRTLCast

28. Our Roles Difficult situations concerning diversity often involve two or more parties:  The “Offender” (one who acted, whether intentional/un-intentional)  The “Offended” (one impacted by the action(s))  “Bystander(s)” (the ones who observe without becoming involved) Today’s session is based on the assumption that all of us also have the potential to change from a bystander into...  The “Ally” (one who speaks out when offenses arise) Difficult situations concerning diversity often involve two or more parties:  The “Offender” (one who acted, whether intentional/un-intentional)  The “Offended” (one impacted by the action(s))  “Bystander(s)” (the ones who observe without becoming involved) Today’s session is based on the assumption that all of us also have the potential to change from a bystander into...  The “Ally” (one who speaks out when offenses arise) Wendi Heinzelman and Beth Olivares March 2 nd CIRTLCast

29. What are our next steps?

30. Readings Steele, Claude. (2010). Whistling Vivaldi :and other clues to how stereotypes affect us. New York: W.W. Norton & Company. McIntosh, P. (1990). Unpacking the knapsack of white privilege. Independent School, 49(2), 31-36. Steele, Claude. (2010). Whistling Vivaldi :and other clues to how stereotypes affect us. New York: W.W. Norton & Company. McIntosh, P. (1990). Unpacking the knapsack of white privilege. Independent School, 49(2), 31-36.

31. www.cirtl.net April CIRTLCast Series: Creating an Inclusive STEM Teaching Environment April 6: Preparing for the College Students of Tomorrow in Biology Featuring a panel of biology graduate students and Danielle Daniels, University of Rochester April 13: Preparing for the College Students of Tomorrow in Engineering Featuring Jacob Arkin, Rakan Ashour, Thomas Nevins, and Danielle Daniels, University of Rochester April 20: Improving Outcomes in Chemistry Through Holistic Instruction for First- Generation, Low-income, and Minority Students Featuring Beth Olivares and Danielle Daniels, University of Rochester April 27: Leveraging Authentic Teaching and Research Practices for Successful NSF and NIH Proposals Featuring Beth Olivares and Wendi Heinzelman, University of Rochester