Promoting and Sustaining Inclusivity Through (Minor) Changes In Undergraduate Science Assessment

Incorporating inclusivity within post-secondary classrooms is an institutional requirement of higher education. This project raises student awareness of the need for inclusivity in the classroom as well as in their writing and multimodal communication beyond the classroom. Each year, students within an introductory science course create, draft, and self-publish educational science children's books to be distributed to local schools. This year, bonus marks were awarded to groups who incorporated inclusive elements – such as diverse characters (BIPOC, trans-/non-binary, differently-abled, etc.) or intercultural scenarios. At the beginning of the term, students were introduced to inclusivity through class discussions, peer-reviewed articles, and inclusively diverse children's books. At the end of the term, students were surveyed regarding their understanding of inclusivity and the need for inclusivity within and beyond the classroom. Student surveys demonstrated increased understanding of the concepts and techniques that are used to communicate inclusively. Survey results heavily suggest that simple modifications of project overviews and rubrics can introduce and sustain inclusivity and inclusive practices in students' education. This minor modification has important and powerful implications for moving toward inclusive classroom dynamics as well as inclusive curriculum in post-secondary institutions and degrees.