Other General Resources (external):
  • “How to Make Your Teaching More Inclusive” by Viji Sathy and Kelly A. Hogan
    • Link: https://www.chronicle.com/article/how-to-make-your-teaching-more-inclusive/
      • Goal: “Traditional teaching methods do not serve all students well. This guide is for any faculty member who believes, as we do, that education can be an equalizer. We share tips here that any instructor can use to minimize inequities and help more students succeed.”
      • Content: Tips for practical changes that can be incorporated into existing curricula to better support student diversity.
  •  “Academics for Black Survival and Wellness” collated by a group of Black phychologists and allies
    • Link: https://www.academics4blacklives.com/
      • Goal: “Guided by a Black feminist frame, we hope to foster accountability and growth for non-Black people and enhance healing and wellness for Black people.”
      • Content: Training materials for non-black academics who aim to be better allies, and resources for black academics to foster well being and self-care.
  • “Our Disabilities Have Made Us Better Scientists” by Gabi Serrato Marks and Skylar Bayer
    • Link: https://blogs.scientificamerican.com/voices/our-disabilities-have-made-us-better-scientists/
      • Goal: To impress upon the reader “that there’s more than one kind of “successful” scientist, and that those of us with disabilities, differences in thinking, and medical challenges are well-suited for rich scientific careers—as long as we have true access.”
      • Content: Sharing lived experiences as scientists with disabilities, with recommendations for how to improve accessibility for disabled individuals pursuing a career in science.
  • “Expectations of brilliance underlie gender distributions across academic disciplines” by Sarah-Jane Leslie, et al.
    • Link: https://science.sciencemag.org/content/347/6219/262
      • Goal: To test whether “women are underrepresented in fields whose practitioners believe that raw, innate talent is the main requirement for success, because women are stereotyped as not possessing such talent.”
      • Content: Primary data assessing the correlation between perception of a given field and overall representation of women and other URM groups within that field. Termed the “field-specific ability beliefs hypothesis,” these data demonstrate the importance of language in recruiting URM groups to specific fields.
  • “Disabled People in STEM” podcast by the Disability Visibility Project featuring Liz Henry, Jennison Asuncion and Josh Miele 
  • “Cultural Competence in the College Biology Classroom” by  Kimberly Tanner and Deborah Allen 
    • Link: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2104499/
      • Goal: To address “what is cultural competence? Why should biologists care about it? What are common pitfalls that reveal our lack of cultural competence? And what are some teaching strategies that we can all use to continue to increase our cultural competence?”
      • Content: Cultural competence is the ability of an individual from one cultural background to efficiently interact and communicate with someone from another cultural background. As educators of students from diverse cultural backgrounds and lived experiences, it is essential for educators to continuously work towards cultural competence. This article gives strategies for effective, culturally-competent teaching in undergraduate life science classes.
  • “ Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity” by  Kimberly Tanner  
    • Link: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3762997/
      • Goal: To provide simple strategies that promote equitable teaching, such that the instructor reaches “all the students in your classroom, not just those who are already engaged, already participating, and perhaps already know the biology being taught…” in order to maximize “fairness, wherein all students have opportunities to verbally participate…see their personal connections to biology…have the time to think…pose ideas and construct their knowledge of biology, and…are explicitly welcomed into the intellectual discussion of biology.”
      • Content: The science education community has focused on the “what” and “how” of teaching (e.g. content and delivery), and has largely ignored the “for whom.” In order to actively engage students from diverse and underrepresented backgrounds, instructors must be intentional about creating more equitable teaching plans. This article highlights practice strategies for equitable teaching.
  • Science Education Partnership & Assessment Laboratory at SFSU
    • Link: https://www.sfsusepal.org/
      • Goal: Collaborative group at SFSU that asks “how people learn science, especially biology, and how teachers and scientists can collaborate to make science teaching and learning in schools and universities more like how scientists practice science in their laboratories.”
      • Content: Includes general teaching resources, including instructional videos, for how to teach biology more effectively.
  •   Scientist Spotlight Initiative
  • Faculty hiring practices
  • Anti-racist practices in the lab
  • Decolonising Science Reading List by Chanda Prescod-Weinstein
    • Link: https://medium.com/@chanda/decolonising-science-reading-list-339fb773d51f
  • Response to myth of no racism in science
  • Funding disparities in STEM
  • Equity in STEM education
  • Equity in Healthcare 
  • Equity in Neuroscience
Other Resources (local):
  • UO Science Teaching Journal Club
    • Goal: To discuss pertinent and current literature on evidence-based teaching practices to better teach science in a college setting.
    • Content:  Articles describing best-teaching practices for engaging a diverse set of students whether in-person or online. Course is open to UO students/staff at all ranks.
    • Link: https://scilit.uoregon.edu/journal-club/
  • The 2020 Anti-Oppressive Pedagogy Project 
    • Goal: To provide a space for educators to discuss literature that challenges us to teach with an equity mindset.
    • Content: Although the project is over for the 2020 year, this resource provides suggested readings and accompanying guides to help educators critically evaluate their curricula and move towards actively “anti-oppressive” teaching strategies.
    • Link: https://blogs.uoregon.edu/uoteachingcommunity/about/about-uoteaching-community/
  • Books/Articles on Racism in Science from the UO Library
  •  Books/Articles of Diversity Equity and Inclusion available from the UO Library
    • Goal: To provide easy access to literature that highlights how to engage in anti-racist, anti-sexist, and anti-ableist practices.
    • Content: Annotated lists of books available at the UO library that provide insight on how to better advocate for URM groups.
    • Link: https://researchguides.uoregon.edu/dei-scienc
Resources for accessibility in the STEM classroom: