This 8-week cohort experience is designed to advance the awareness, self-efficacy, and the ability of instructors, postdocs, and graduate students to cultivate inclusive STEM learning environments for all their students and to develop themselves as reflective, inclusive practitioners. The program runs from February 26 through April 16 and includes self-paced Canvas assignments coupled with facilitated discussions via Zoom from 12:00 - 1:15 pm on Thursdays, except March 12 and April 9.
Learning Outcomes
Participants in this program will...
- Examine issues of diversity, equity and inclusion in higher education
- Reflect on their own and their students’ identities and experiences
- Question their assumptions about all aspects of instruction
- Identify and implement learner-centered structures and strategies
- Apply principles of evidence-based inclusive teaching
- Use their student learning data and feedback to inform pedagogical and curricular choices
Topics
Across five modules, participants acquire knowledge and strategies to construct classroom environments that support the complexities that contribute to student persistence: social identity and its impact on learning; inclusive course design; and evidence-based teaching.
Module 1: STEM Inclusion in Learning and Teaching in Higher Education
Module 2: Instructor Identity in STEM Classrooms
Module 3: Student Identities and Experiences in the STEM Classroom
Module 4: Creating an Inclusive STEM Course
Module 5: Fostering an Inclusive Climate in the STEM Course
Who Should Attend
This course is for UMN STEM instructors, postdocs, and graduate students who would like to cultivate inclusive learning environments for their learners. Participants are expected to enter the course recognizing that being a reflective, inclusive instructor is a lifelong process of discovery that requires continuous learning.
Questions?
Contact Dr. Barbara Billington, [email protected]