Workshop Program
Equity & Inclusion in your Course-based Undergraduate Research Experience (CURE)

Goals:

1. You will learn evidence-based ideas for making your CURE more equitable and inclusive
2. You will identify and share opportunities to promoting equity and inclusion
3. You will develop an action plan for your course to advance equity & inclusion

Before the Workshop

• Please review our Meeting Norms and Code of Conduct
• Instructions for using a Serckit Workspace
• Private workspace for this workshop.

Pre-Program Reading

• Aguilar et al., 2014. Psychological insights for improved physics teaching: Physics Today, v. 67, n. 5, p. 43.
• AAC&U, Making inclusive excellence
• Please read the articles and reflect on strategies for these areas that might fit into your class.
  • Social belonging & inclusion in activities
  • Growth mindset & accepting challenges as part of growth
  • Values affirmation & giving students opportunities to share how their whole self & identity intersects with research, & promoting diverse science identities
  • Providing students with opportunities to grow through high standards & scaffolding (i.e. low stakes learning experiences that prepare students for research)
  • Equity-mindedness & commitment to ongoing discussions & decision-making that improves learning, achievement, & transformation

Program

1:00-1:45

Icebreaker & Introductory Activity on Equity & Inclusion

• Welcome (10 min) (Brian, Jim, Sarah)
• Based on the reading & your experiences: (25 min) (Sarah)
  • What are the big ideas in equity & inclusion that you would most like to address? Why?
  • What are the ideas that you identified for improving your class or the undergraduate research experience?
  • Record Ideas in Your Team Workspace
• Big Group Share Out (10 min) (Jim)

1:45-2:30

Support the whole student- inclusive workforce development

• Sharing Braided Opportunities & Kindness (PowerPoint 2007 (.pptx) 894kB May10 21) model for supporting students with experiences & affirmations (10 min) (Sarah)
• Discussion on how to translate examples into your setting (20 min)
  • Each person should discuss their ideas for building pathways into their course/program & providing students with a change to make meaningful & career relevant learning & connections
  • Record Ideas in Your Team Workspace
• Big Group Share Out (10 min) (Jim)

5 min Break

2:35-3:50

Course Strategies:Teamwork, societal relevance, connecting to public audiences

• Sharing of ideas on Teamwork (PowerPoint 2007 (.pptx) 423kB May22 21) & helping students work together inclusively & effectively (Jim) (10 min)
  • Discussion on applying strategies, or sharing additional strategies that might be helpful (20 min)
  • Record ideas in Your Team Workspace
• Sharing examples on Relevance & Connection (PowerPoint 2007 (.pptx) 7MB May11 21) (service learning, societal issues, antiracism, public connection) (Sarah) (10 min)
  • Discussion on applying strategies, or sharing additional strategies that might be helpful (20 min)
  • Record ideas in Your Team Workspace
• Big Group Sharing of ideas across themes (10 min)

3:50-4:20

Action Planning

• Introduce Action Planning (Sarah) (5 min)
• Action Plan (Microsoft Word 2007 (.docx) 16kB May19 21)
• Individually formulate at least one element of your action plan (strategy, timeline, & assessment) (10 minutes)
• In small groups each person should share one element (10 minutes)
• Record ideas in your team workspace
• Big Group Share Out (Jim) (10 min)

 

Name

Email Address

Action Plan

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End of Workshop Survey (Sarah)

 

Closing Thoughts (Jim & Brian)

 

References

• Ahmad, A. S., Sabat, I., Trump-Steele, R., & King, E. (2019). Evidence-based strategies for improving diversity and inclusion in undergraduate research labs. Frontiers in psychology, 10, 1305.
• Bangera, Gita, and Sara E. Brownell. Course-based undergraduate research experiences can make scientific research more inclusive. CBE—Life Sciences Education 13.4 (2014): 602-606.
• Batchelor et al., 2021, Reimagining STEM Workforce Development as a Braided River, EOS.
• Cheruvelil, K. S., de Palma-Dow, A., & Smith, K. A. (2020). Strategies to Promote Effective Student Research Teams in Undergraduate Biology Labs. The American Biology Teacher, 82(1), 18-27.
• Estrada, M., 2021, [link How kindness is a part of an excellent STEM Education 'How kindness is part of an excellent STEM education'], AAAS
• InTeGrate, Make Content Relevant
• LSAMP IINSPIRE, Authentic Inquiry Experiences, Water Example
• SERC, Service Learning Activities
• URGE, Curriculum, Week 6, Racism & Inclusivity