Post Tagged with: "Diversity"

Diversity and Inclusion in Higher Education

Juan R. Sandoval, Department of Social Ecology The Current State of “Diversity” and “Inclusion” According to a report by the U.S. Department of Education (2019), whites make up approximately eighty percent of the full-time professoriate in the United States. Furthermore, white graduate students make up a little over sixty percent of those enrolled in graduate education, including a master’s, doctoral, law, medicine, or dentistry program. Similarly, in 2017, at UC […]

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Rethinking the Physics Classroom: 4 Tools to Consider

Francisco J. Mercado, Department of Physics & Astronomy When we think about a physics classroom, more often than not, the picture that comes to mind is an ‘all-knowing’ professor standing at the front of a classroom writing on a blackboard while some of the students behind them are vigorously taking notes struggling to keep up. Others are attempting to complete the difficult problem set that they have to turn in by […]

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Teaching and Mentoring URMs in STEM

Angeline Dukes, B.A., Department of Neurobiology & Behavior While navigating higher education can be challenging for everyone, it is especially daunting for those who do not see themselves represented in the textbooks and classrooms. Underrepresented minorities (URM) make up 33% of the United States population. However, they only obtain 22% of bachelor’s degrees and 9% of doctorates in science and engineering (NCSES 2019). Thus, there is a pressing need to […]

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Helping All Learners Realize Their Full Potential with Universal Design Learning

Devontae C. Baxter, Department of Physics and Astronomy Debunking “School isn’t for me” I think that it would be fair to say that our modern educational system is designed to primarily serve students that are capable of passively absorbing and retaining information shared by the instructor. This method never proved to effective for me, and as such I would actively search out additional resources outside of the classroom to compensate. […]

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Promoting Equity and Humanizing Online Courses

Maricela Bañuelos, School of Education Historically, online learning was intended to increase underserved students’ access to educational opportunities. These students include students who are financially disadvantaged, English language learners, or disabled, or who come from rural areas (Campbell & Storo, 1996). While online courses may have expanded educational access to historically marginalized students, studies have found that students from marginalized groups are less likely to succeed in online courses (Pascansky-Brock et […]

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There’s More to Diversity Than a Diversity Statement: Diversity, Inclusion and You

Emory James Edwards, Department of Informatics Diversity is the buzzword of the hour in American higher education. More and more academic positions are requiring diversity statements. Diversity and Inclusion initiatives are sweeping college campuses. The pool of undergraduate and graduate students, TAs, and professors, is (one would hope) more diverse than ever. And yet, what often lags behind this coming diversity wave is necessary critical self-reflection and commitment to equity […]

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An Assignment to Promote the Achievements of Diverse Scholars

Amanda R. Brown Tortorici, MS, RD, CSCS, PhD Candidate in Public Health Diversity in the 1980’s I remember being in elementary school in the late 80’s in suburban Pennsylvania, and I had a project to create a poster of female leaders of my choice. We were in the month of March, and our teacher wanted us to recognize the accomplishments of successful women in celebration of Women’s History Month. My […]

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Can You Explain That 3 More Times? Advice for Universal Instruction

Daniel J. Ruiz, Department of Earth System Science After asking someone to repeat themselves multiple times and still not hear what they’ve said on the 3rd iteration, I’m the type to give up, smile and nod, and be overcome with embarrassment of the whole exchange. Too often do our students feel this way after asking their peers, TAs, and instructors questions only to get the same explanation and sheepishly give […]

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Do Scantron Tests on College Campuses Increase Summative Assessment Measurement Error?

Samantha Garcia, MPH, CHES, Program in Public Health Summative assessments are assessments that provide evidence of students’ cumulative knowledge learned throughout a course.1 While it is essential for students to master course content and build a foundation in that topic area, summative assessments given in the form of a Scantron-based standardized exams may not adequately measure the intended objective. What if our assessments have measurement error? What if the measurement […]

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Acknowledging Intersectional Identities within STEM Higher Education Classrooms

Hayley Glicker, Department of Chemistry Without recognizing students’ varying intersectional identities, students will not feel supported by their educator and feel alienated from their community. A memory of this occurred in my senior seminar/thesis course in my undergraduate institution. This course brought together different majors, so there were a few students that I have never met or interacted with. A student asked if, as a part of student introductions, students […]

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