Toward Inclusive STEM Classrooms: What Personal Role Do Faculty Play?

Killpack, Tess L.; Melón, Laverne C.

doi:10.1187/cbe.16-01-0020

Cited by 115 publications

(111 citation statements)

References 87 publications

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“…Considering that the concepts of biology are often abstract (Tibell & Rundgren, 2010), the way in which lecturers present the content can influence the way students capture and review the material (Killpack & Melón, 2016). It is important to note that a lecturer's approach to the construction and presentation of slides could be influenced by factors such as the nature of the topic and content, and therefore it is possible that lecturers would not have a consistent practice in constructing slides.…”

Section: Relationships Between the Lecturers' Expectations And Their mentioning

confidence: 99%

The Influence of Lecturers’ Expectations of Students’ Role in Meaning Making on the Nature of their Powerpoint slides and the Quality of Students’ Note-making: A First-year Biology Class Context

Dukhan

Brenner

Cameron

2019

African Journal of Research in Mathematics, Science and Technol

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Learning within first-year biology is about inquiry, but in this content-heavy science students can easily fall into the trap of parrot-fashion learning. This study investigates the influence of lecturers' expectation of students in meaning making on the nature of their slides and the quality of students' note-making. Data were collected by classroom observations, video-recordings, a questionnaire for students and interviews with lecturers and students. The quantity and quality of students' notes were analysed for four lectures. The analysis of data resulted in three categories of lecturers: 'student-centred', 'student-directed' and 'teacher-centred'. The student-centred lecturers provided key points on their slides, anticipated that students would build on their class notes and focused on the development of the students' criticalthinking ability. The student-directed and teacher-centred lecturers aimed to complete the syllabus and emphasised the provision of detailed slides that first-years needed to learn. In addition, student-directed lecturers stated that they attempted to simplify topics that they knew students found challenging. When undergraduates perceived that the lecturers' slides did not provide sufficient content for assessments, they reported that they captured more notes during and after the lecture, but analysis revealed that the first-years' notes were usually a close reflection of lecture slides. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.

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Section: Relationships Between the Lecturers' Expectations And Their mentioning

confidence: 99%

The Influence of Lecturers’ Expectations of Students’ Role in Meaning Making on the Nature of their Powerpoint slides and the Quality of Students’ Note-making: A First-year Biology Class Context

Dukhan

Brenner

Cameron

2019

African Journal of Research in Mathematics, Science and Technol

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“…Based upon the need for research-based career competencies, including microbiology (8), a cluster of four microbial ecology (ME) CUREs was developed ( Table 1). The CUREs create an inclusive opportunity through a collaborative space and complementary topics based on instructor research strengths (9). Labs include computer and bench work, with all benchwork following BSL2 Laboratory Safety Guidelines due to the presence of unknown microorganisms.…”

Section: As a Component Of The Southern Association Of Colleges And Smentioning

confidence: 99%

Reaching a Large Urban Undergraduate Population through Microbial Ecology Course-Based Research Experiences

Parks

Joyner

Nusnbaum

2020

J Microbiol Biol Educ.

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Traditional postsecondary education is making progress on embracing the diversity of student backgrounds and experiences while preparing them for the demands of STEM careers. Course-based undergraduate research experiences (CUREs) are effective tools to concurrently achieve many student and faculty goals: facilitating training of students, building career competencies, generating publishable research results and enabling research experiences where students apply their knowledge and interest. Georgia State University is not unique with a high student demand for research experiences and mentors that is greater than traditional research faculty labs can accommodate. Georgia State University is, however, unique in that it is a demographically diverse campus which serves minority and non-traditional students (i.e., second career and veterans) and is also rapidly growing. Therefore, to enhance the microbiology curriculum and facilitate authentic research experiences for the growing number of biology majors, a cluster of course-based research experiences in microbial ecology was developed. A former research lab space was converted to a collaborative teaching lab to serve the growth in course offerings, as well as to accommodate multiple microbial ecology research projects occurring in the same space. The courses offered appeal to students, build on the strengths of faculty experiences, and facilitate collaboration amongst students and with the greater Atlanta community. To ensure that our CUREs are accessible to the diverse students in our department, we addressed a variety of logistical and curricular challenges. Solutions to such challenges align with the goals of the university to offer research and signature experiences to ensure students are included and trained in STEM skills.

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“…We are all susceptible to unconscious biases, many of which are based on societal stereotypes. Additionally, students are susceptible to stereotype threat, or the fear of confirming negative stereotypes about their own demographic group, when in academic situations (see Killpack and Melón [10] for a literature review of bias and stereotype threat). As instructors, our unconscious biases can lead us to make assumptions about our students' identities, experiences, and abilities, simply upon viewing their faces or reading their names on our rosters (11).…”

Section: Section II Prompts: Individuation and Affirmationmentioning

confidence: 99%

First-Day Info Sheets: A Tool to Prompt Semester-Long Inclusive Teaching

Killpack

Melón

2020

J Microbiol Biol Educ.

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What faculty do and say on the first day of class is crucial to establishing and maintaining an inclusive learning environment for the duration of the semester. First-day information sheets ("info sheets") are commonly used by instructors. By making simple modifications to this tool, we can gather more information about the goals and experiences of our students, the lives of our students outside of our classroom, and how our students' lives may impact their engagement with the course material and course structure. We can also use this information to actively highlight to students that their full selves (names, pronouns, background) belong in our biology classroom. We provide a set of prompts and suggested steps, rooted in the scholarly literature, to encourage and facilitate faculty use of info-sheets as a valuable tool to inform semester-long inclusive teaching efforts.

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Toward Inclusive STEM Classrooms: What Personal Role Do Faculty Play?

Cited by 115 publications

References 87 publications

The Influence of Lecturers’ Expectations of Students’ Role in Meaning Making on the Nature of their Powerpoint slides and the Quality of Students’ Note-making: A First-year Biology Class Context

The Influence of Lecturers’ Expectations of Students’ Role in Meaning Making on the Nature of their Powerpoint slides and the Quality of Students’ Note-making: A First-year Biology Class Context

Reaching a Large Urban Undergraduate Population through Microbial Ecology Course-Based Research Experiences

First-Day Info Sheets: A Tool to Prompt Semester-Long Inclusive Teaching

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