The assessment will help AU to develop a consensus-based definition of diversity, equity, and inclusion in STEM and to create a baseline for evaluating the impact of the ISE3 methodology.
For many universities and their faculty, it is difficult to conceptualize how strategies and practices that address equity and inclusion can be integrated into STEM fields. A misperception expressed by some AU STEM faculty is that the quantitative and objective nature of the physical and natural sciences inoculates them to the biases that drive systemic racism. However, research shows that STEM is absolutely not immune to inequities.
Components of the Assessment
- Advisory Committee
- ISE3 Faculty Learning Community (FLC): a cohort of STEM faculty who teach gateway science courses will participate in a rigorous professional development experience and translate their learning into curricula and/or projects to bolster undergraduate STEM students’ success.
- Application of FLC Knowledge and Student Engagement via (a) FLC project implementation and (b) STEM student ethics course requirement
- Final Recommendations
By doing this assessment we will drive forward ISE3’s approach to institutional culture change among science faculty — as individuals and as members of an academic department — to shift AU’s STEM identity.
Ethics in the STEM ClassroomFLC project implementation
In the fall/spring semesters, faculty will begin to implement their pilot projects with STEM students in gateway science courses. In each pilot, faculty will agree to include time in the syllabus for students to discuss the social impacts of the area of study and how students see themselves as participants in these fields. Students in the FLC members courses will be asked to become active participants in the pilot and to help evaluate their courses with the ISE3 intervention.
Ethics course recommendation
Students in FLC courses will also be asked to enroll in PHIL-120 Do the Right Thing, an ethical reasoning course.