How do you make a classroom feel more welcoming for students? It's the question at the heart of the Inclusive STEM Teaching Project, a program for educators and staff in STEM interested in honing their ability to create a more inclusive learning environment. Five CBS graduate students completed the online training program this spring in an effort to prepare graduate students to teach a diverse population of students with varying levels of experience in a college classroom.
Barbara Billington from the Center for Educational Innovation and Irene Duranczyk, professor in the College of Education and Human Development, led the program for the graduate students, moderating further discussions and projects for the group to build off the online training. The graduate students who completed the course spent time reflecting on their experiences and ways to enhance the classroom experience for students.
“The graduate students were very open to exploring their experiences and open to probe alternative ways to see and address inequities in the classroom," says Duranczyk. "We will not come to understand one another or support one another in advancing STEM for a more inclusive world without doing this work.”
This year’s participants shared this about their experience and what they learned in the program:
“One of the main takeaways was the student's role in creating the classroom rules while the instructor mediates the process through the syllabus. I saw the value of allowing the students to negotiate the syllabus, clearly stating that instructors and students have a role inside the classroom to facilitate the learning process. In general, the key to a successful journey in inclusive teaching is to allow those learning to be heard, participate in developing how to learn, and provide feedback on their learning experience.” — Edgardo Sánchez Rivas, Biochemistry, Molecular Biology and Biophysics graduate student
“I think this course will play a huge role in my next steps through academia- I have gained many new skills and tools to take with me and will be a better teacher and mentor for it. I appreciate everything this course has given me.” — Lili Hagg, Ecology, Evolution and Behavior graduate student
“I think the main thing is that many of the times students are not performing well in class it has more to do with their own personal situations than with the particular class. So this means creating a welcoming environment where they can express without fear and in a safe way so they can make the most of the moment. And that it doesn't matter which class are you teaching there is always room for respect and the possibility of allowing people to be who they are, as it is also room for living bad experiences, there is that same chance to be and accepting respectful human being who your students can talk to and feel they have a place in the area for them.” — Alejandra Perez-Enriquez, Plant and Microbial Biology graduate student
“I plan on using the skills and techniques that I developed through the modules to create an environment that is open to discussion to ensure the success of my students…..While the online modules were helpful, the best part of this whole experience was the ability to discuss ideas with mentors that have had many experiences across a wide range of education levels.” — Liam Fawcett, Biochemistry, Molecular Biology and Biophysics graduate student
“My key takeaway from this program is that there are many biases and challenges that I was not aware of before faced by the underrepresented students and all the techniques that we as instructors can use to address those issues to become a better communicator in STEM.” — Farid Halim, Plant and Microbial Biology graduate student