Learning goals:

Students completing this course should be able to interrogate their own biases while learning to identify and work to eradicate bias in academic working groups and institutions

Topics:

Inequality in STEM, Racial, Gender, Disability and Sexual Orientation bias

Aims: 

This Bio 607 journal club specifically focuses on issues of DEI in STEM and STEM Education. We will bring in outside voices with expertise in the areas of: Cultural competency in the classroom Bias in STEM Advocacy in STEM, building anti-racist, anti-ableist, and anti-oppressive classrooms:

  • Guest speakers with different areas of expertise are scheduled throughout the term
  • Class members will team up to present key findings from the resources provided by guest speakers in the class meetings preceding each scheduled guest speaker.

Resources:

Reading material, videos, and more.

Participants presentations:

Students are encouraged to team up in groups and prepare a presentation on a specific topic and lead a discussion. Please check the schedule of available time slots and sign up with your team.
Detailed Syllabus

DETAILED SYLLABUS

4/1

Course orientation discussion of a few key subtopics on combating bias in STEM.

(See Resources–>Additional Reading–>items 2 & 3)
4/8

Discussion of materials recommended by N. Barber

(see Modules->Presenters).
4/15

Guest speaker: Nicola Barber

Practical classroom applications to promote DEI in STEM education.
4/22

Discussion of materials recommended by N. Singh

(see Modules->Presenters).
4/29

Guest speaker: Nadia Singh

Developing the “Students of Color Opportunities in Research Enrichment” program.
5/6

Discussion of materials recommended by J. Chaikof

(see Modules->Presenters).
5/13

Guest speaker: Jessica Chaikof

“Advocating for Students with Disabilities in Higher Education”
5/20

Discussion of papers recommended by R. Alvarado

(see Modules->Presenters).
5/27

Guest speaker: Ramon Alvarado

“Status of junior/underrepresented minority faculty: why are underrepresented minorities more likely to be undermined by graduate students/colleagues/institutions?”
6/2 Course Debrief
Topic Papers
Discussion of the use of “Scientist Spotlights” to improve inclusivity and representation in the classroom- recommended by N. Barber.

1. Scientist Spotlight Homework Assignments Shift Students’ Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class

2. In a “Scientist Spotlight” Intervention, Diverse Student Identities Matter
Discussion of materials recommended by N. Singh.

1. Gender Equity: Addressing recruitment at the departmental level

2. Strategies to improve equity in faculty hiring

3. Ten simple rules for building an antiracist lab
Discussion of materials recommended by J. Chaikof.

1. “Chapter 3: Barriers Faced by Students with Disabilities in Science Laboratory and Practical Space Settings.”

2. “Universal Design for Learning in Postsecondary STEM Education for Students with Disabilities: A Systematic Literature Review.”

3. “Chapter 13: Faculty Mentorship of Students with Disabilities in the Sciences.”

4. “Universal Design for Learning in postsecondary STEM education for students with disabilities.”
“The measure of fairness and the mitigation of bias and their relationship to testing in education” – Discussion of papers recommended by R. Alvarado.

1. 50 years of test (un) fairness: Lessons for machine learning

2. Fairness in machine learning: Lessons from political philosophy

 

Inclusion and accessibility

Please tell us your preferred pronouns and/or name, especially if it differs from the class roster. We take seriously our responsibility to create inclusive learning environments. Please notify us if there are aspects of the instruction or design of this course that result in barriers to your participation!

You are also encouraged to contact the Accessible Education Center in 164 Oregon Hall at 541-346-1155 or uoaec@uoregon.edu.

We are committed to making our classroom an inclusive and respectful learning space. Being respectful includes using preferred pronouns for your classmates. Your classmates come from a diverse set of backgrounds and experiences; please avoid assumptions or stereotypes, and aim for inclusivity. Let us know if there are classroom dynamics that impede your (or someone else’s) full engagement. Please see this page (Links to an external site.) for more information on campus resources, academic integrity, discrimination, and harassment (and reporting of it).