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School of Mathematics and Science DEIB Inclusive Curriculum: Diversity in course content

A project of the School of Math and Science (SOMS) DEIB Inclusive Curriculum subcommittee (Barbara Leitherer, Cristina Cardona, Cristina Voisei, Christine Dubowy, Zafar Waqar) with SOMS DEIB co-chairs Mike Hands and Mary Watkins and librarian Jill Burke.

1. Highlight Diverse Voices in STEM

It is important to offer a variety of representation in course materials to support feelings of belonging and increase persistence. Consider diversity in race, ethnicity, gender, sexuality, religion, nationality, and more.

Resources:

 

4. Confronting Inequities

Many students, including students from marginalized backgrounds, are motivated by a desire to serve their communities. Encouraging deep and critical thinking about inequities helps students see themselves as future leaders able to right wrongs in their chosen careers. Discussing inequities in the classroom may mean highlighting scientists whose work was not recognized in their time, confronting ethical issues in your discipline, or discussing health disparities or other societal issues and your discipline’s potential impact.

Resources:

2. Reflecting on Language

Consider the language your field uses to discuss marginalized identities. 

For example, in a biology class, consider how race, sex, gender, sexuality, and disability are discussed. Learn about preferred language for discussing these issues and incorporate changes into your course as needed.

Resources:

Signaling Inclusivity in Undergraduate Biology Courses through Deliberate Framing of Genetics Topics Relevant to Gender Identity, Disability, and Race: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8697668/

Gender Inclusive Biology: genderinclusivebiology.com

3. Diverse Perspectives

Examples used in the course should offer a variety of perspectives, cultures, viewpoints, and identities. Offer a variety of diverse and non-stereotypical representations of persons or demographic groups within instructional materials. Make sure that examples and test questions do not rely on a particular cultural context (for example, growing up in the US) to be easily understandable.

Consider that not all  people have the same sensitivities to content. To address this DEI concern, alert learners to sensitive content with statements such as: “todays lesson will include discussions of sensitive issues including: x, y, and z” and offer descriptions that identify potentially problematic or traumatizing content in instructional materials provided within a course.