2022 EDI book club JULY 14 CH 9 Inclusive Pedagogy and STEM

CCCOER EDI Book Club
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This week’s EDI book club discussion focuses on Chapter 9: Strategies for Incorporating Inclusive Pedagogy in STEM Courses. Inclusive pedagogy (Hockings, 2010) “refers to the manner in which pedagogy, assessment, power, climate, and content are aligned with the goal of creating a learning experience that is meaningful and accessible to all students”.

Chapter 9 conveys several ways faculty can help and support all students, including:

  • Making students feel welcome
  • Developing rapport and relationships with students
  • Affirming students’ capabilities
  • Designing their course with inquiry-based learning and authentic, real-world applications

Additionally, two Georgetown University case studies were highlighted (biological chemistry and molecular gastronomy). The frameworks and other resources are shared on the book’s website.

QUESTIONS
You can add to the discussion here or wait for our Thursday meeting. Asantewa and Paula look forward to hearing your thoughts.

  • How can we create, encourage, and sustain educator interest for meaningful diversity and inclusion in the classroom?
  • Like other aspects of an intentionally designed course, the first step in incorporating inclusive pedagogy elements into your course is to write out one or more teaching /learning goals. A good strategy might be to start with considering the students you are going to teach. What are the main goals you hope students will meet for this element of the course? What inequities are you trying to overcome in your course?
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Thanks for sharing those free resources from the booksite Paula. The Summary of STEM Courses’ project descriptions are very interesting They have a lot of overlap with open pedagogy projects I’ve seen.

Here is a great example from an introduction to Math/Statistics: “Students assessed and critiqued the myriad ways in which statistics are used to describe difference both between and within groups of people, using historical illustrations of the impact of statistics on justice and equity.”

I would really love to see some student outcomes measures associated with this way of teaching. There isn’t any outcomes information in the description table but that could be a very powerful way to convey how this type of pedagogy engages students in their learning.