Post 1 - Group 4: Central NM, Delgado, El Paso, Fletcher

Briefly describe one thing you do OR want to do in your work in diversity, inclusion, and equity


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Post 1 - Group 4: Central NM, Delgado, El Paso, Fletcher  

What is one thing I have done to enhance diversity, inclusion, and equity?
While I was a TA in grad school teaching Biology II Lab, I really tried to recruit URM to take part in my research, both in the field and in the lab. I was a mentor to nearly 10 undergraduate students, 8 of whom were women and/or minorities. Importantly, of the 8 URM I mentored, at least half of them continued on to pursue graduate school or careers in STEM. I agree that including URM in research activities is a great tool for fostering diversity and inclusion in STEM.
What would I like to do to continue fostering diversity, inclusion and equity?
Upon reading through the resources provided, I found several great ideas that I would like to implement in my teaching going forward. At our institution, I would like to create a STEM club as a means of providing students, particularly those of URM, a sense of community within STEM. As a part of STEM club activities, I would like to occasionally invite guest speakers/researchers that represent diversity in STEM.

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M. Will-Cole (CNM) post #1 - diversity, inclusion, and equity:
I personally feel diversity, inclusion and equity are key to fostering a positive learning climate in the college classroom. My courses are diverse in student demographics, to include gender, ethnicity, age group, education level, science literacy and socio-economic class. Currently there are two very easy and simple things I do to foster inclusion in my classroom:

1.In order to illustrate a specific concept that might be difficult to understand I usually provide some “real-life” examples. However I have come to realize that my “real-life” examples may not be understandable across my class demographics and student variants. To broaden my diversity inclusion I continue to discuss my examples but I always follow-up by soliciting examples from my students. I have found that more often than not my students bring forward excellent examples that others in the class may resonate with because of their similar cultural backgrounds.

2.Getting to know students as individuals (foster inclusion) is critical in building a good student-instructor rapport and ultimately creating a warm/inclusive classroom environment. One small thing I do to accomplish this, i.e., to foster inclusion, is that I often to come to class a little early to engage with my students. I realize that it may seem like a minor thing to spend 5 or 10 minutes talking with the students prior to class however I have found that this has helped my students bond with me and with the course in general. Often we talk about what they did not understand in the last class or what they did on the weekend. However, regardless of the conversation topic it is apparent that in my students eyes they now see me as “more approachable” to them. Being “more approachable” puts them at ease and provides them a higher level of comfort in the classroom. I have found that after interacting with me as a person they are also more comfortable in participating in the class discussions. Basically, these pre-class interactions has enabled my students to feel more comfortable raising questions during class. The classroom has become more of a “low-pressure” environment and they are more at ease voicing their ideas and questions in this forum.

One thing I still struggle with is learning my student’s names. I realize that students “like to be known” by their professors, it gives them a sense of belonging in the classroom. Learning and remembering student’s names has always been difficult for me. In one of our SAGE 2YC cohort 3 discussion groups held earlier in this program it was suggested by our discussion leader that utilizing “name tents” might help me to match my students with their names. I love this idea and I have just recently implemented this in my lab course. I am still in the process of getting the students matched with their names but utilizing the name tents has made this process much easier. For those of you who are not familiar with “name tents”, well they are basically large scale name tags (i.e., a 8.5” x 11” piece of paper with the students name that is folded in half so it can stand alone without external support) which can be poised on the table in front of the students seating-area. These name tents are great and our discussion leader also suggested that we could use the back side of the name tent to make a table or sectioned areas associated with the lesson dates so that occasionally we could ask the student to add comments about something they had learned or not understood in that particular class period. Then occasionally we can collect the name tents to see the student comments. I have not gotten to this part yet as I am still working on name-student ID, however I love the duality of this process.

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This post was edited by Miguel Vasquez on Mar, 2020
Being a biology instructor, I have been able to work with diversity, inclusion, and equity through demonstrations in lab or lecture that show how certain diseases can impact different cultures in different ways. Some diseases affect everyone equally while others are very specific to particular regions as well as to a specific ethnicity. For example, in lab we have an HIV lab in which the students participate in a demonstration that shows how fast a disease can spread when humans are "sharing DNA". Part of this lab emphasizes how minorities are over-represented in the number of HIV cases in the US and how there is an urgent need for education for specific regions and ethnic groups throughout the world. In other words, STEM fields need more diverse scientists that have a passion for their culture and may have a motivation to help out minorities as well as forgotten regions around the world. Hopefully, understanding these concepts helps minority students become motivated to make a change for their future by becoming more involved in STEM fields.

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Our institution (EPCC) serves a primarily minority (80%+ hispanic population)so I sometimes feel that we have an issue of diversity but in the opposite sense that most people think about it. The majority of my students and myself are hispanic so it is hard to get a different perspective in the classroom. The campus where I teach at is the closest to the border so I do get some students that cross everyday to come to classes, while they are of course hispanic (Mexican) there are very pronounced cultural differences in the local (el Paso) students and the Juarez students. I do try to incorporate and discuss the differences, challenges and opportunities that living on either side of the border might entail. Specially when it comes to environmental justice issues. In that way I think that we are fortunate to live on the border where students really do get to see and live the differences between the two countries and have a more open mind on how these differences my play a major role in the decisions we make.

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Originally Posted by Adriana Perez


…. while they are of course hispanic (Mexican) there are very pronounced cultural differences in the local (el Paso) students and the Juarez students. I do try to incorporate and discuss the differences, challenges and opportunities that living on either side of the border might entail. Specially when it comes to environmental justice issues. In that way I think that we are fortunate to live on the border where students really do get to see and live the differences between the two countries and have a more open mind on how these differences my play a major role in the decisions we make.



M.Will-Cole (CNM) comment:
Adriana, thank you for your post. Here at CNM our students are Hispanic (Mexican), Native American (many variants) and Caucasian, and all have very different culturally. What I found most interesting about your post was your comment that you discuss the differences, challenges and opportunities that living on either side of the USA-Mexico border as related to environmental justice issues. This is so important esp. since you have students from both the local El Paso and Juarez areas. I commend you for highlighting this to us. Here at CNM our students are Hispanic (Mexican), Native American (many variants) and Caucasian and all have very different culturally. Since many of Hispanic students have family in Mexico and frequently they frequently spend time in both the New Mexico and Mexico. Reading your post I am now aware that there may be more "life differences" experienced by my hispanic students (esp. those who spent time with family in Mexico for extended time periods)than I had originally thought, and perhaps I should incorporate some in-class discussion as related to environmental justice issues as you have done. Thank you for your insight.

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I feel like it is very important to create a safe learning environment where everyone feels confident to express their ideas. One thing that I have found successful is to do the think-pair share even though at the time when I started, I did not call it that. By using this method students of all background, etc. learn to work together and express their ideas. Another thing that I like to use in class is Kahoot’s. Kahoot’s allow students to answer questions unanimously and have fun playing the game. This is a great learning opportunity for me to explain why some answers to the questions are not correct and what’s the correct answer. I also want the students to feel invested in class and I feel like calling roll helps me to address them by name and it gives them a sense that I regard them as a person and not just a number.

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This post was edited by Tina Carrick on Mar, 2020
Teaching at a minority serving institute, El Paso Community College, we are over 80% Hispanic. For me I see more gender issues. For the many years I have been teaching I have always tried to enhance diversity, inclusion, and equity and have a "friendly" classroom, welcoming all. I try to be in class early to greet everyone as they enter. With time I know everyone's name and address them personally. Then as they leave I do the same. Every class starts with simple questions such as how has your day been or the weekend and allow time for responses. And believe me...I get responses. I want our class to be open and a place where my students feel comfortable. If I have done something "geological" I share this with the class and of course, encourage if something local may be happening.

This particular topic has been interesting in so many aspects. I have been doing so many of the suggestions for over 15 years and did not even realize I was "enhancing diversity, inclusion, and equity". I thought I was being a good instructor. Please do not take the last statement as bragging - sometimes I feel like we just need to treat and teach like we would want to be taught and treated. It is important to be aware.

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- Briefly describe one thing you do OR want to do in your work in diversity, inclusion, and equity

As a female in Geology, I have spent many years trying to increase the visibility of females and minorities in my field. I always try to bring up as many minority geologists as possible during lecture, and to educate on the importance in the field. This is something I want to keep doing, but on a broader scale, in my classroom. I always feel like it is easy to teach this to my female and minority students, but generally struggle incorporating white, male students into the conversation.

I'm grateful this SAGE group has taught be about science spotlights. I have begun to incorporate that into my lectures and weekly discussion boards that the majority of my students will also learn from. I posted up a discussion board last week for my online students asking them to pick a minority geologist to report on. Now that my face to face courses have moved online for the rest of the semester, I'm glad I get to do the exact same exercise with them.

I also try to do my best to promote equity. I realize all students do not respond and interact the same way in the classroom. I try to include different methods that students can interact - answering questions directly, group work, kahoots, discussion boards, etc ... I recognize that students don't always want to be called on to answer questions in front of the class, many of them have fantastic ideas and thoughts to share, but they need to do so in a way they are comfortable with. This is something I want to continuously work on; finding different ways to incorporate people's thoughts and ideas into the class in a way they are comfortable.

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POST 1 - Briefly describe one thing you do or you want to do in your work in diversity, inclusion, and equity.

My overall goal is to increase the number of minority females majoring in chemistry and chemical technology. A huge part of this is creating spaces where these women feel they belong and can be successful. I currently serve as a Coca-Cola Scholar mentor to first generation, African American women. Other mentors are from different educational backgrounds but the most important aspect is that they get to see, engage with, and learn about other African American women in both formal and informal settings. We plan lunch meetings and other outings where the students get to ask questions about career and family life balance. The overarching theme at all of these events is simply “I’ve done it and so can you.”

I set a goal every semester to know all of my students by their surnames (and sometimes I know their full name) by midterm. I usually begin the semester by being sure to call the roll the first few days of class all while butchering the names of my students. The dismal look on their faces when I mispronounce their names does not go unnoticed. From now on I’ll take the advice from the Quick Around poster that suggests the students introduce themselves with the correct pronunciation of their names. Now that we have moved into a complete online platform, I have looked into NameCoach. I have failed to locate it in Canvas. However, I will be contacting my Canvas administrator to employ this service in my courses along with preferred pronoun usage.

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Originally Posted by Holly Kilvitis


What is one thing I have done to enhance diversity, inclusion, and equity?
While I was a TA in grad school teaching Biology II Lab, I really tried to recruit URM to take part in my research, both in the field and in the lab. I was a mentor to nearly 10 undergraduate students, 8 of whom were women and/or minorities. Importantly, of the 8 URM I mentored, at least half of them continued on to pursue graduate school or careers in STEM. I agree that including URM in research activities is a great tool for fostering diversity and inclusion in STEM.
What would I like to do to continue fostering diversity, inclusion and equity?
Upon reading through the resources provided, I found several great ideas that I would like to implement in my teaching going forward. At our institution, I would like to create a STEM club as a means of providing students, particularly those of URM, a sense of community within STEM. As a part of STEM club activities, I would like to occasionally invite guest speakers/researchers that represent diversity in STEM.



Holly - I'm curious to hear more specifically how you tried to recruit URM students when you were a TA? One of the most impactful strategies I learned (from SAGE!) was about microvalidations. Here's a link to a great SAGE musing for more details:

https://serc.carleton.edu/sage2yc/musings/microvalidation.html

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POST 1 - Briefly describe one thing you do or you want to do in your work in diversity, inclusion, and equity.

As I have mentioned in recent Activities, I recently had a strong cohort of students, most of the top-achieving students being female. Out of 3 scholarship reference letters I wrote last month, 2 were for female students. Since then I have offered several students undergraduate research opportunities and was recently approached by a female student who is now actively engaged in a research project. This further gives me the opportunity to advise the student on career pathways and place them in local workplace opportunities.

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Jaqueline, wow, it sounds like you do a huge amount to promote equity in your classroom! If you were to advise a brand new teacher about what they might do, what one thing would you suggest? Why would you suggest that one thing? For others who might be reading this, what suggestion would you respond with?

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Hi Melanie

Real-life examples are great ways for students to interact with topics, especially if you can find local examples. For the difficult topics you might think about incorporating think-pair-share activities to start the discussion. Thats a great way for students to see that they all have knowledge that can be used to better develop their understanding of the new topic and also allow students to share different perspectives.

I really like your use of name tents. Like you I make a point of learning all names—I even tell my class that I challenge myself to do it within one week. The second week then becomes a game as I try to remember all the names. What I like about the use of name tents is that it also allows students to get to know their classmates. Having an inclusive classroom doesn’t just mean that the student is welcomed by the professor but also by their classmates— knowing each others names goes a long way to creating an inclusive environment. I’ve always been amazed how often students don’t know the name of the person or persons they’ve worked with for weeks.

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Adriana,

All I can think about after reading your post is how wonderful it would be to create linked classrooms across institutions that would allow students to work together on coordinated activities that would allow them to better understand the needs and circumstances of students in different regions and across the country.

It's great that you’re able to incorporate what you can regarding experiences on either side of the border; I’m sure those are incredibly valuable lessons for all and would love to hear about some of those activities. I was wondering though what, if any, gender diversity exists in your classes? Are your classes predominantly one gender over the others. I know when talk diversity we often think immediately about ethnic, racial, or economic diversity but gender diversity is equally as important especially when we think about broadening participation and increasing enrollment.

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Tina,

I think getting to know students is incredibly important to making students feel welcome in the class so kudos to you for taking the time to do so. Is there a way you might be able to use your knowledge of the students to enhance class discussion? I don’t mean specifically identifying students to comment based on their individual experience but possibly creating activities that would allow students to use their experiences to add to an activity. By doing so students might not only feel welcomed but also begin to develop a science identity.

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Leo, that is great. What do you think you have been doing in your classes or within the program that have encouraged the participation of so many female students? Are there ways to encourage participation from other demographic groups?

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Hi, Miguel.

Biology courses certainly do allow for great discussion with respect to diversity, inclusion, and equity. The activity you described sounds like a great activity to show disparate impact of socio-economic stratification within society and the need for education. I do similar activities in geology with respect to environmental policy. Activities like these are a good way to get many to think about and understand issues affecting underrepresented communities. I often wonder if we could do it better through more of an inclusive window looking outward rather than inward—what ‘they’ need approach. In other words how could activities like these be approached from a community-need basis similar to how you guys are approaching your programs.

I like what you said with respect to STEM fields needing more diverse scientists that have a passion for their culture with a more intrinsic motivation to help out minorities and forgotten regions around the world. Equally as important, we need to develop programs that help the larger community understand and value the diversity of thought and experience.

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Apologies for being late to the discussion.

In my sophomore year in college, my advisor mentioned that I should work on my accent and language skills, as I already had enough things working against me, being a woman in science (thank goodness he's not teaching anymore!). Until that day, I hadn't really considered what it meant to be a woman in STEM and a first generation college student (I'm from a really rural small town in S/E Louisiana).

Since then, I have tried to see the perspective of others and the struggles they face. I share this experience with my students and offer them as much help as I can provide. I over-explain the heck out of things; I reach out to those who look (and are) lost, not only in the course, but in college; I try to be available inside and outside the class.

As I am building my research program, I am trying to recruit minority and overlooked students to work on projects with me. Most of our current research students in other labs are from the Frat/Sorority lineage of students that began in our program decades ago; the current students recommend their friends for positions as student workers/research students. Some of our faculty buy-in to this idea that the "A" students are the best students for research; my experience is that some of them are kinda lazy. I always look for the hard-workers, since they have the fortitude and grit work through the repetition of experimental design and confirmation of results.

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Originally Posted by Karen Menge


I feel like it is very important to create a safe learning environment where everyone feels confident to express their ideas. One thing that I have found successful is to do the think-pair share even though at the time when I started, I did not call it that. By using this method students of all background, etc. learn to work together and express their ideas. Another thing that I like to use in class is Kahoot’s. Kahoot’s allow students to answer questions unanimously and have fun playing the game. This is a great learning opportunity for me to explain why some answers to the questions are not correct and what’s the correct answer. I also want the students to feel invested in class and I feel like calling roll helps me to address them by name and it gives them a sense that I regard them as a person and not just a number.



Karen - I'm curious - what sort of questions do you pose with Kathoot's? Could you give one or two examples? I've tried using Slido in a very limited way with marginal success - I'm interested in trying something else.

Also, do you have any experience trying these methods in an online class? Again, interested in your ideas.

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I often butcher names, too, the first go around and I tell students that if I mispronounce their names, they and mispronounce mine! Until I get it right. This often leads to some levity (and patience), which helps soften the error.

Your mentoring program sounds interesting and a good experience for your students. How frequently do you meet with them? Do students apply to be in the program?

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Christie - your post reminds me of my own experiences in college and how impactful an instructor can be providing encouragement. I was by no means an A student, but my advisor recognized my strengths before I could fully see them and he provided a lot of encouragement simply by providing opportunities for me. These invitations were an indirect affirmation that, while maybe I didn't have the best grades, I had the grit (and hard-headedness!?) to engage in meaningful scientific research.

I applaud your efforts to involve all students, not just the A-students!

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