1. DIVERSITY IN ACTION: BROADENING PARTICIPATION THROUGH STRATEGIES FOR INCLUSION
Jan Hodder, Oregon Institute of Marine Biology, University of Oregon
Heather Macdonald, Geology Department, College of William & Mary
John McDaris, Science Education Resource Center, Carleton College
Carol Ormand, Science Education Resource Center, Carleton College
The four of us developed this session together with help from Rachel Beane.
With thanks to Rachel Beane, Professor of Earth and Oceanographic Science, Associate Dean for Academic Affairs, Bowdoin College.
This work is supported by the National Science Foundation through grants , , &

2. OVERVIEW OF THE SESSION
GOALS OF SESSION
Present research on issues of broadening participation
Explore strategies to design an inclusive classroom and geoscience program
Develop ideas for implementation of inclusion strategies in your work
FORMAT
Think about diversity and the issues of access and inclusion using a series of scenarios - John
Short presentation on diversity issues - Jan
Gallery walk - Diversity topics and strategies - Heather
Break
Implementation of strategies in your courses and programs – discussion and action planning – Carol
Using and adapting this session in regional workshops - All
We are focusing on how to increase the representation of underrepresented students in the geosciences -- one of the goals of the SAGE 2YC project.

3. SCENARIOS - LOGISTICS PART 1 - 10 minutes PART 2 - 20 minutes
Count off to make groups of four (1- 6)
Group 1 and 2 - Read and discuss scenario 1
Group 3 and 4 - Read and discuss scenario 2
Group 5 and 6 - Read and discuss scenario 3
GUIDING QUESTION FOR DISCUSSION:
Identify the underlying issues of access or inclusion outlined in your scenario and make a list of the issues
AVOID IDENTIFYING SOLUTIONS AT THIS TIME
PART minutes
A member of group 1 presents scenario 1 to the whole room.
A member of group 2 summarizes the issues raised by the scenario.
Others are invited to add key points.
Repeat with scenarios 2 and 3

4. BS degrees awarded by race/ethnicity 2012
Race or Ethnicity
% of population
Ocean Science BS degrees (%)
Earth Science BS degrees (%)
White 63 80 82
Hispanic 17
5.8
5.7
Black
12.3
2.7
2.0
Asian/Pacific Islander
5.2
7.2
3.3
American Indian/ Alaska Native
0.7
0.9
Why do we care about broadening participation in the geosciences? Numerous reasons – because geoscience can lead to a really rewarding career path; we would like more students to be science literate; we need to move the geoscience workforce towards looking more like the nation as a whole – this is a major emphasis of the NSF and other funding agencies.
These data show that most non-white people in the US are disproportionately underrepresented in geoscience fields.

5. BS degrees awarded by race/ethnicity 2012
TREND IN POPULATION CHANGE IN US IN NEXT DECADES
Race or Ethnicity
% of population
Ocean Science BS degrees (%)
Earth Science BS degrees (%)
White 63 80 82
Hispanic 17
5.8
5.7
Black
12.3
2.7
2.0
Asian/Pacific Islander
5.2
7.2
3.3
American Indian/ Alaska Native
0.7
0.9
In the next decades we will see these types of changes in the % of the US population. Increases in the % of the population that is not White. So unless we do something about increasing the number of underrepresented individuals in our fields their underrepresentation will only get worse.
If we think more broadly about this fact, in order for geoscience to be seen as a credible source of expertise in so many real world situations, we need to have geoscientists who reflect the communities that are impacted by those situations.

6. Six-Year Outcomes and First Completion for Students Who Started at Two-Year Public Institutions in 2010 by Race and Ethnicity (N=1,089,776)*
If we drill down to data specific to two year institutions, separated by race, we can see what has happened to students who entered a two-year institution in 2010, measured six years later - information from the National Student Clearinghouse Research Center.
Focus on the red bars – they show the % of students of different races that entered college in 2010 that have completed a two or four year degree in any subject.
What this tells me is that although we have made great strides in closing the education gap, disparities in higher education still exist. Our nation is changing, and our higher education institutions need to reflect this diversity.
It also reminds me that for many statistical purposes we are asked to categorize ourselves into some very discrete bins – white, black, asian, hispanic. But increasingly those bins do not always reflect how a person identifies themselves. According to the Pew Research Center 10% of American children are of mixed race and the number of mixed-race Americans is increasing three times faster than the population of the United States as a whole. In Hawaii 1 in 4 people identify themselves as mixed race.
Shapiro, D., Dundar, A., Huie, F., Wakhungu, P., Yuan, X., Nathan, A & Hwang, Y., A. (2017, April). Completing College: A National View of Student Attainment Rates by Race and Ethnicity – Fall 2010 Cohort (Signature Report No. 12b). Herndon, VA: National Student Clearinghouse Research Center.

7. WHAT DO WE MEAN BY DIVERSITY?
The term is derived from its Latin root, "diversus," which translates, quite simply, to mean "various."
Common definition used by many 2YCs and 4YC/Us:
“It means understanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies.”
What do we mean by diversity?
Literally it means various
Most colleges have a definition of how they see diversity somewhere on their web page. This is by far the most common one but there are many slightly different renditions.
What kinds of diversity do you see in your institution are not included in this definition? For example, first generation college students, veteran/military status, ….
What kinds of diversity do you see in your institution that are not included in this definition?

8. Fall 2015 Data
Race/Ethnicity
Gender
Enrollment
Institution
Registered as students with disabilities
Asian
Native Hawaiian or Other Pacific Islander
Black or African American
Hispanic/Latino
White
Race/ethnicity unknown
Nonresident Alien
Two or more races
TOTAL URM
Women
Total enrollment (Fall 2015)
% Part time
12-month unduplicated headcount ( )
Daytona State College 4% 2% 0%
13%
14%
66%
31%
61%
14292
59%
20113
De Anza College
35% 3%
27%
20% 1%
10%
69%
49%
22512
34248
Highline College
<4%
15%
12%
32%
11% 8%
48%
6560
43%
10346
Illinois Central College 5%
78%
21%
55%
9704
64%
15156
J Sargeant Reynolds Community College
33%
50%
47%
60%
10889
72%
17742
Lone Star College System 6%
70724
74%
104272
Mt Hood Community College 7%
56%
29%
51%
8758
62%
16579
Mt San Antonio College
17%
86%
52%
28991
37771
Nassau Community College
23%
24%
40%
54%
21558
31168
Pasadena City College
89%
27050
36212
Portland Community College
30%
29003
48056
Suffolk County Community College
58%
53%
26829
45%
33644
Thomas Nelson Community College
34%
9316
67%
15122
University of Wisconsin Colleges
83%
13454
18110
Wake Technical Community College 9%
39%
21003
65%
30895
Waubonsee Community College
10511
70%
18978
These data show some of the student demographic data for each of the institutions represented in Cohort 1 of the SAGE 2YC project, for fall We’ve highlighted the 2 most prevalent races/ethnicities for each institution. Yellow = highest %; pink next highest.

9. WHY DO WE CARE ABOUT DIVERSITY IN THE CLASSROOM AND OUR PROGRAMS?
RESEARCH SHOWS:
All students benefit by being educated about the diverse world in which they live.
It’s in our national interest to invest in our future workforce.
Diversity enhances science – heterogeneous groups are more creative.
A diverse student body produces better educated graduates with more highly developed cognitive abilities, interpersonal skills, and leadership abilities.
In order for geoscience to be seen as a credible source of expertise it needs to reflect the community to which it is providing information .
References:
“Chapter 4: Diversity” in Scientific Teaching by Jo Handelsman, Sarah Miller and Christine Pfund p. W. H. Freeman and Company: New York.
Why Focus on Diversity:

10. WHY DO WE CARE ABOUT DIVERSITY IN THE CLASSROOM AND OUR PROGRAMS?
“Chapter 4: Diversity” in Scientific Teaching
Diversity and unconscious bias
The “prejudice paradox” and the nature of bigotry
How do people react to evidence about discrimination?
Page 76 vignette – John Wiley
I want to point out one of the chapters in the Scientific Teaching book. Chapter 4 focuses on Diversity. I urge you to read it. It has some very practical advice that we will explore during our gallery walk but it also goes beyond that.
So to continue to focus our minds on this topic let’s just look at one example from the book – the vignette on page 76 by John Wiley.
Take a couple of minutes to read it and think about the question that the authors propose: Why are so many people resistant to the idea that bias exists and that discrimination is quite alive in our society?
GIVE PARTICIPANTS TIME TO READ
We could have quite a discussion about this vignette but we are not going to at this moment – but you might want to think about how you would use this and other examples from the chapter in conversations with your colleagues.
let’s look at a couple of examples that can help us refocus on some of the issues that came from the scenarios and that the literature reveals about inclusion.
Let’s start first with some of the issues outlined in Chapter 4 of the Scientific Teaching book. Page 76 in
Why are so many people resistant to the idea that bias exists and that discrimination is quite alive in our society?

11. WHY DO WE CARE ABOUT DIVERSITY IN THE CLASSROOM AND OUR PROGRAMS?
In a study conducted by Moss-Racusin et al. (2012), 127 professors evaluated student candidates for a lab manager position. The application files were identical except for the name of the candidate.
Professors scored John a 4.0 for competence and Jennifer 3.3 (out of a possible 7 points).
John was viewed more favorably as someone to hire.
The average starting salary the professors recommended offering: John $30,328; Jennifer $26,508.
The researchers found no correlation between bias and the professors’ sex, age, or science teaching field.
Note that both male and female faculty members showed bias in their evaluations of the candidates, and to the same extent.
The unconscious or implicit bias that this demonstrates is currently an active research and discussion topic in academia.
Reference: Moss-Racusin et al. (2012) Science faculty’s subtle gender biases favor male students. Proc. National Academy of Sciences 109:

12. DIVERSITY IN PRACTICE
How do we consider diversity in choosing teaching methods, course content, and assessments in order to optimize learning for all of our students?
How do bias, assumptions, White privilege, and stereotype threat influence learning and performance in our classes and programs and what can we do about it?
As we look at the research on this topic, do the generalizations about groups influence how we make assumptions about people because of their group affiliation?
Lets move to the hard part – what do we do as educators to accommodate diversity. As we move through this morning’s session we should keep these types of questions in mind as we consider the strategies that can help us make our education efforts be more inclusive and equitable.

13. Gallery walk - Exploring Strategies for Inclusion: logistics and timing
9.10 – Five poster pairs – General topic and a more focused topic
Participants form groups of ~4 by counting off.
Take ~ 7 mins/poster pair. Write on the response sheet next to each poster set. e.g. What questions do you have? What resonates with you? What have you tried about the topic in your work?
9.45 – 15 minutes to cycle back through all posters and read comments.
Choose two topics to explore further after the break.
BREAK 10 – 10.20
10.20 – Return to your first choice poster and discuss with others and think of how to implement the strategies in your work. (Groups of 6 or more should divide into multiple groups for this discussion.)
10.30 – Move to your second choice poster and discuss with others and think of how to implement the strategies in your work.
10.40 – Choose one topic, return to that poster and join with others interested in topic – find a table and spend 5-10 minutes writing your ideas individually. Break into smaller groups if necessary.
10.50 – Share your ideas of strategy implementation in your courses and program with your group. Designate a note taker who documents these ideas on a work space page. Be sure to include all voices.
By – Begin individual action planning: What strategies will you employ next year to help make your courses and program more inclusive? Use your note books for these plans.