During Winter Term 2017, we continued to host two journal club sessions: one focused on equity and inclusion in STEM and one focused on science communication.
Thursdays: Julie and Elly focused on reading about equity and inclusion in STEM including some articles from the September 2016 issues of CBE/LSE, centered on Broadening Participation in the Life Sciences and other sources.
Week 1
Thursday Reading:
Killpack & Melón 2016 (CBE) + Rumbarger 2016 (theory and practice)
Killpack, TL and LC Melón. (2016). Toward Inclusive STEM Classrooms: What Personal Role Do Faculty Play? CBE Life Sci Educ 15:es3http://www.lifescied.org/content/15/3/es3.full.pdf+html
Rumbarger, L. (2016). Inclusive Teaching: Part One of Highlights from TEP’s ‘Belonging’ Series. http://tepblog.uoregon.edu/blog/index.php/inclusive-teaching-part-one-of-highlights-from-teps-belonging-series/
As you are reading, we’d like you to keep this definition of inclusive teaching from Magee (2016) in mind. “At the level of the classroom, inclusivity refers to the philosophy and pedagogy of engaging and valuing every student, and seeking to enhance the relational dynamics of the class as a whole, by intentionally attending not merely to the intellectual but also to the social and emotional climate of the classroom. In recognition of the fact that our classrooms exist and are constructed within broad cultural, social and political contexts, and that higher education has not traditionally been equally accessible or welcoming to all, the aim is to enlist each teacher in the ongoing work of making each classroom maximally effective as a learning space for each and every student, and for the class as a whole. Classrooms grounded in inclusivity are classrooms where each student encounters not only a course, but a classroom environment that has been intentionally shaped to enhance his or her sense of inclusion and safety, and a teacher, regardless of the subject matter, who is committed to the principles and practices of inclusivity.”
Magee, Rhonda V. “The Way of ColorInsight: Understanding Race and Law Effectively Through Mindfulness-Based ColorInsight Practices.” Forthcoming in The Georgetown Law Journal of Modern Critical Race Perspectives, Spring 2016. Draft December 20, 2015.
Friday Reading:
Read pages 1-21 of Houston, We Have a Narrative.
Week 2
Thursday Reading:
Lewis, KL, JG Stout, SJ Pollock, ND Finkelstein, and TA Ito. (2016). Fitting in or opting out: A review of key social-psychological factors influencing a sense of belonging for women in physics. Physical Review Physics Education Research 12(2):020110-1-6. htt
Valantine, H.A. (2016). How to fix the many hurdles that stand in female scientists’ way: Women face discrimination of many kinds. We need culture change. Scientific American December. https://
Friday Reading:
Pages 24-42 of Olson, R. (2015). Houston, we have a narrative: Why science needs a story. University of Chicago, Chicago, IL.
Week 3
Thursday Reading:
Miyake, A., Kost-Smith, L. E., Finkelstein, N. D., Pollock, S. J., Cohen, G. L., & Ito, T. A. (2010, November 26). Reducing the gender achievement gap in college science: A classroom study of values affirmation. Science, 330, 1234 –1237. doi:10.1126/science.1195996 ht
Friday Reading:
Please note that in the reading the author uses some insensitive language. We will discuss our reaction to this writing in the journal club meeting.
Pages 42-65 of Olson, R. (2015). Houston, we have a narrative: Why science needs a story. University of Chicago, Chicago, IL.
Week 4
Thursday Reading:
Russakoff, D. (2017 January 25). ‘The only way we can fight back is to excel’: Undocumented college students face an uncertain future under the Trump administration. New York Times Magazine. Retrieved from
https://www.nytimes.com/2017/
Frisby, C. L., & Jimerson, S. R. (2016). Understanding immigrants, schooling, and school psychology: Contemporary science and practice. School psychology quarterly, 31(2), 141. http://psycnet.apa.org/
Friday Reading:
Pages 68-93 of Olson, R. (2015). Houston, we have a narrative: Why science needs a story. University of Chicago, Chicago, IL.
Week 5
Thursday Reading:
Cooper, KM and SE Brownell. (2016) Coming Out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students. CBE Life Sci Educ 15:ar37 1-19. http://www.lifescied.org/content/15/3/ar37.full.pdf+html
Friday Reading:
Pages 95-125 of Olson, R. (2015). Houston, we have a narrative: Why science needs a story. University of Chicago, Chicago, IL.
Week 6
Thursday Reading:
Schinske, JN, H Perkins, A Snyder, and M Wyer. (2016). Scientist Spotlight Homework Assignments Shift Students’ Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class. CBE Life Sci Educ 15:ar47 1-18. http://www.lifescied.
Haynes, DM (2014) Always the Exception: Women and Women of Color Scientists in Historical Perspective. AAC&U Peer Review 16(2). http://www.aacu.org/
Friday Reading:
Pages 127-151 of Olson, R. (2015). Houston, we have a narrative: Why science needs a story. University of Chicago, Chicago, IL.
Week 7
Thursday Reading:
Jackson, MC, G Galvez, I Landa, P Buonora, and D B Thoman. (2016). Science That Matters: The Importance of a Cultural Connection in Underrepresented Students’ Science Pursuit CBE Life Sci Educ 15:ar42 1-12. http://www.lifescied.
Friday Reading:
Pages 153-173 of Olson, R. (2015). Houston, we have a narrative: Why science needs a story. University of Chicago, Chicago, IL.
Week 8
Thursday Reading:
Goeden, T. J., Kurtz, M. J., Quitadamo, I. J., & Thomas, C. (2015). Community-based inquiry in allied health biochemistry promotes equity by improving critical thinking for women and showing promise for increasing content gains for ethnic minority students. Journal of Chemical Education, 92(5), 788-796. http://pubs.acs.org/doi/abs/10.1021/ed400893f
Friday Reading:
Pages 176-184: Intro Section IV and chapter 11 of Houston, We Have a Narrative.
For those who are interested, we shared a TED talk from Randy Olson, mostly summarizing what we covered this quarter. We used this week to review and reflect on what we’ve learned so far, and watching this was a good way to refresh. Please be aware that there is a swear word:
https://www.youtube.com/watch?v=ERB7ITvabA4
Week 9
Thursday Reading:
Delparte, D. M., Richardson, R., Eitel, K., Matsaw, S., & Cohn, T. (2016). Promoting Geoscience STEM Interest in Native American Students: GIS, Geovisualization and Reconceptualizing Spatial Thinking Skills. International Journal of Learning, Teaching and Educational Research, 15(5). http://www.
Friday Reading:
Pages 185-212: Chapter 12 of Olson, R. (2015). Houston, we have a narrative: Why science needs a story. University of Chicago, Chicago, IL.
Week 10
Thursday Reading:
Harackiewicz, J. M., Canning, E. A., Tibbetts, Y., Giffen, C. J., Blair, S. S., Rouse, D. I., & Hyde, J. S. (2014). Closing the social class achievement gap for first-generation students in undergraduate biology. Journal of Educational Psychology, 106(2), 375. http://psycnet.apa.org/
Asai, DJ and C Bauerle. (2016). From HHMI: Doubling Down on Diversity CBE Life Sci Educ 15:fe6. http://www.
Friday Reading:
Pages 213-232: Chapters 13 and 14 of Olson, R. (2015). Houston, we have a narrative: Why science needs a story. University of Chicago, Chicago, IL.