For all STEM faculty, chairs, administrators, and faculty
developers who work to support students' learning and thriving in
STEM – especially those students who have felt unwelcome and
unsupported in their past STEM experiences – this book offers
sustainable strategies that are now being widely adopted to create
inclusive environments in undergraduate STEM classes and programs.
Further, this book presents a framework for partnering with
students to collaboratively envision how STEM can be a space that
fosters a sense of belonging for, and promotes the success of, all
individuals in STEM. This book presents the Being Human in STEM
Initiative, or HSTEM, as a model for challenging the assumptions we
make, and how we communicate to students, about who belongs and who
can thrive in STEM. This work arose out of a time of conflict at
Amherst College: A four-day sit-in, protesting in support of the
Black Lives Matter movement and bringing attention to related
experiences of exclusion and marginalization that minoritized
students experienced on campus. What emerged from that conflict has
been transformative for the college, its students, and for its
faculty and staff. In this book, the authors share how the HSTEM
course came into being, offer a course overview, readings, and
resources for developing an HSTEM course at your own institution,
provide recommendations for evaluating the multi-level impact of
inclusive change initiatives, and profile models of how the HSTEM
course has been adapted at colleges and universities across the
country. In addition to providing a road map for developing your
own HSTEM course, the authors articulate ways that you can make any
course or institutional structure more inclusive through active
listening and validation, and through reflective practice and
partnership, to progressively make incremental and sustainable
changes in STEM education. Through listening and reflecting, the
model facilitates uncovering the disconnects that can impede
inclusivity in our classrooms and laboratories. While the authors
offer a proven process and model for change, originally motivated
by the urgent need to respond to students' demands, they recognize
that larger institutional culture shifts require the identification
and commitment to common values, a shared sense of purpose in the
work of change, and the provision of agency and resources to
individuals tasked with making change happen. How might we shift
institutional STEM culture? The HSTEM model provides one solution:
By reflecting on our own lived experiences and identities, engaging
with the literature on the factors that enhance and limit full
inclusion in STEM, and partnering with students to identify
actionable ways to bring about sustainable change in our scientific
communities, we can all work towards creating a more inclusive, and
human, STEM ecosystem. Each chapter opens with a set of guiding
reflective questions to help you connect these ideas, frameworks,
and strategies to your own teaching and institutional context.
While each chapter builds on the previous ideas and frameworks, the
book can also be used as a resource to identify a just-in-time
strategy to address particular questions you may have about making
your teaching more inclusive. The appendices offer an array of
Facilitator Guides, each of which outlines a student-endorsed
exercise, based on the pedagogical literature, that can foster a
sense of belonging and inclusion in your classrooms and laboratory
spaces.
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