Diversity, Equity, and Inclusion by Design: Getting Started with Universal Design for Learning

Posted: Mar 27 2023 by

Patricia Marsteller
Emory University

Patricia Marsteller, Emory University

"Learners differ in the ways that they perceive and comprehend information that is presented to them.For example, those with sensory disabilities...; learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because they allow students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential." 

CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org 

Readers of this blog series are already committed to inclusive teaching practices.  However, not all have explored the principles of Universal Design for Learning (UDL) to their own courses. Many people think that UDL applies only to people with sight or hearing impairments, but this is not accurate. More

From Deficit to Asset Framing: How Shifting Faculty Mindset Framing Can Positively Affect Student Motivation and Belonging

Posted: Feb 23 2023 by

Casey Wright
Western Michigan University

Melissa Haswell
Delta College

Melissa Haswell, Delta College

Casey Wright, Western Michigan University

Student's cultural wealth and faculty mindset framing are often overlooked aspects of educational practice that if addressed, could lead to meaningful change and academic success of students. To shift toward an assets-based view of students and cultivate student belonging we encourage asset framing of students through the cultural wealth, or the knowledge, skills, and contacts, they bring to STEMM classrooms.

It is often posited that academic success is predicated on the "grittiness" of students. Grit can be defined as "expressing a passion and perseverance for pursuing long-term goals" which provides students with the ability to achieve long-term goals even in the face of adversity (Allen, Kannangara & Carson, 2021, p. 75). Grit is often associated with mindset or the perception that students have about their ability to learn. Mindsets, or implicit theories, related to learning generally emphasize the "fixedness or malleability of human characteristics like intelligence or personality (Canning, et. al, 2019)." The majority of research on grit and mindsets related to learning and academic success have focused on students. Thus, leaving the "blame" for lower levels of academic persistence and success squarely on the perceived characteristics of students. However, several recent studies have examined the influence of faculty mindset on student success. This new research indicates that faculty behavior and classroom culture which stems from faculty mindset affects persistence and leads to larger racial achievement gaps in STEM courses and programs (Canning, et. al, 2019). More

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Including Diverse Scientists for an Inclusive Class

Posted: Feb 14 2023 by

Patricia Marsteller
Emory University

Patricia Marsteller, Emory University

Dear friends, did you ever do the draw a scientist exercise? Indulge me for a moment. Close your eyes. Visualize a scientist doing science. Draw or describe what you see.

Although this exercise was developed and studied mostly for elementary and middle school students, when I ask college faculty or students, many of the results are similar. Many see only men with beakers, chemicals, and often wild hair! Faculty with their eyes closed often grimace because they don't like what they first envision.

Another quick test is to ask your students to name as many scientists as they can...on the first day of class. Look at your textbooks and your class slides. Who is depicted? Whose work is mentioned? More

Happy National Mentoring Month!

Posted: Jan 31 2023 by

Patricia Marsteller
Emory University

Patricia Marsteller, Emory University

Since Odysseus left Mentor in charge of his family, estates, and his son, the art and science of mentoring has been critical to guiding career and educational development. Like Mentor, I aim to be a wise and trusted counselor, guide, guardian, and teacher or as the title of a widely read book indicates, an Adviser, Teacher, Role Model, Friend (National Academies of Sciences, 1997). I have learned that mentoring is an alliance between people and that both mentors and mentees benefit from agreements about how the relationship will evolve and how to include social support, career development, and growth. With faculty, graduate students, and undergraduates, mentoring often involves getting to know the whole person, their aims and aspirations, and their qualms about the future. Connecting students to the right resources or empowering them to bring up difficult questions with their faculty or research mentors requires that you be open, listen carefully, and know them as persons. More

Open Education as a lever for social justice and equity - Exploring the many on ramps of Open STEM education

Posted: Dec 21 2022 by

Melanie Lenahan
Raritan Valley Community College

Carlos Goller
North Carolina State University

Kaitlin Bonner
Saint John Fisher College

Kaitlin Bonner - St. John Fisher University,

Carlos Goller - North Carolina State University 

Melanie Lenahan - Raritan Valley Community College

*All authors contributed equally to this article. The names are arranged in alphabetical order.

The Open Education Ecosystem can be thought of as a roundabout where educators and researchers enter into a high-impact landscape through many different on ramps, including Open Educational Resources (OER), Open Data, Open Science, Open Pedagogy, or any of the many aspects of Open Education Ecosystem. Here we describe these common on ramps, transitions, and intersections between different facets of the Open Education landscape and more importantly how Open Education can be leveraged to promote social justice and equity in STEM education. More

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