Inclusive Excellence in Natural Resources and Sciences

  • Diversity Issues in Science, Technology, Engineering, Mathematics (STEM) Classes (PDF)– From Miller, A.T. Teaching Inclusively. (2005). Outlines ways instructors can approach issues of gender and culture, both in and outside the classroom, to enhance the retention and achievement of under-represented students in the STEM disciplines.
  • Enriching Science Through Diversity (PDF)– University of Colorado, Boulder, Faculty Teaching Excellence Program. Examines how science-related issues can provide a platform for uniting students across their differences, and provides tips for creating inclusive science classrooms.
  • Making Excellence Inclusive in STEM Classes (PDF)– Penn State, Schreyer Institute for Teaching Excellence. A review of a workshop discussing characteristics and benefits of an inclusive classroom, identifying common barriers to inclusion in STEM (Science, Technology, Engineering and Math) classes, and offering strategies for constructively tackling these barriers.
  • Gateway Chemistry Course Transformation – University of Notre Dame, Dr. Dennis C. Jacobs. A power point presentation about one professor’s experience transforming a gateway course and the resulting increase in “at risk” student success.

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Have you or one of your colleagues transformed a course with an eye toward diversity and inclusion? We would like to post updated syllabi as resources for others! Please email it to us by clicking here.


Sample Syllabi (click to view)

  • Rhetoric of Race and Science (PDF). University of California, Berkeley, Professor David Stern, AAC&U. American Cultures Course.
  • STEM Courses Addressing Women's Perspectives (multiple syllabi) – Women and Scientific Literacy Project (NSF and AAC&U). A collection of syllabi addressing various topics in the sciences. Of particular interest: A Study of the Human Genome Project, Chemical Structure and its Importance in the Environment, Women and the Natural Sciences.
Further Reading on Promoting Inclusive Excellence at the Department/College Level →