Creating Inclusive Courses:
Practical Approaches that Advance Learning
in STEM Courses
STEM TEACHING GROUP WORKSHOP
MARCH 5, 2015
Angela Linse, Ph.D. Exec. Director
Suzanne Weinstein, Ph.D. Director
Schreyer Institute for Teaching Excellence
Faculty like you motivated us
to develop this workshop
“I confess, my usual response to the
thought of a diversity workshop is …
well, you can guess. Not that I don't
value it (I do!), but in my experience
these workshops usually seem far afield
from what I can use in my course.”
̶ Science faculty member
What makes a classroom inclusive?
Each student feels like s/he is
respected, belongs, and can make
unique contributions to the course.
Adapted from Shore et al., 2010
In this workshop participants will:
• Recognize that individual faculty
can take action that matters
• Identify strategies most
relevant for their courses
• Explore two of the most
elusive challenges to inclusive teaching
• Provide feedback to improve the
workshop
You may already be using inclusive
teaching strategies!
1. Read the “Strategies” handout.
2. In the margin, mark each with the
following:




not appropriate
I already do this
I sort of do this
I want to try it
Memberships Activity
1. Make a list of ≥ 5 groups to which you belong.
• Which are visible? Invisible?
• Which are innate? Chosen?
2. Find a partner. Make a list of at least five
membership groups for you partner.
3. Share your own membership list with your
partner.
We all belong to many different groups.
Gardenswartz, Lee and Anita Rowe (2010) Managing Diversity, 3rd Ed. Alexandria, Va. : Society for Human
Resource Management.
What could explain the suppressed
performance in these examples?
AP Calculus Timing of Gender ID
White Male Math Ability
Score ( )
Formula
Mean Formula Score
16
15
14
Girls
13
12
Boys
♀
♂
♀
♂
11
Items Solved Correctly ( )
17
10
ID Gender
Gender
Before
Before Exam
ID Gender
Gender
After
After Exam
Stricker and Ward (2004) Journal of Applied Social
Psychology, 34(4): 665-693.
Math
Ability
Math Ability
Relative to
Asians
Aronson, J. et al. (1999) Journal of Experimental
Social Psychology 35(1): 29–46.
What is Stereotype Threat?
The possibility of confirming a
negative stereotype about your group
in important evaluative situations.
Purdie-Vaughns, 2015
Stereotype Threat: Key Points
1. We are all susceptible to stereotype threat.
2. We are most at risk when performing
challenging cognitive tasks.
3. Stereotype threat applies to those with:
• high ability / highly developed skills
• high self-esteem / confidence
• strong motivation to succeed
4. Primary triggers:
• Evaluation of an ability
• Importance of the ability to the individual
How can we reduce stereotype threat?
• Remind students that achievement is based on
learning and learning is a result of hard work and
persistence - not innate ability
• Set high standards but communicate that you
believe your students can meet high standards
• Grade based on standards, not perceptions
• Everyone struggles or does poorly sometimes
and struggle is not a sign of inability
Have you witnessed any of the following?
1. A compliment offered to an Asian American
student for speaking good English.
2. Males called on more
frequently than females.
3. Using “gay” to describe a
socially ostracized student.
4. Raised voice when speaking
to a blind person.
What are microaggressions?
Micro-aggressions are indignities that harm.
They are:
•
•
•
•
brief
commonplace
verbal, behavioral, or environmental
intentional or unintentional
How can faculty minimize the
impact of microaggressions?
1. Establish ground rules for interacting in class
2. Address student micro-aggressions promptly
3. Don’t point out a student who might represent
a particular identity group
4. Don’t ask students to represent the
perspective of an entire identity group
5. Be aware that your identity might impact
students
Thank You!
And now for your
feedback…