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Evaluating Inclusive Teaching Principles in Syllabus Design
The focus in higher-ed on Diversity, Equity and Inclusion has been slow to impact classroom practice, especially in STEM fields. However, student success in STEM courses depends on the implementation of equitable course activities and course policies. And student success in STEM majors depends on instructors' willingness and ability to facilitate each student's feeling of inclusion, belonging and efficacy in those courses and ultimately in those fields. The literature shows that the impact of "traditional" STEM classroom practices and course climate is variable and can have negative effects on students from underrepresented groups. This presentation will focus on how inclusion and equity can be applied in the classroom, beginning with syllabus construction and language. We reviewed the syllabi from a single department using a rubric for best practices in inclusive teaching. We will share some literature from this field, the rubric for others to use, present the results from a single department, and make suggestions toward how syllabi can be updated to build equitable course design and inclusive classroom spaces. We will ask participants to bring a syllabus, which they can use as a reference to evaluate themselves using our form, and to facilitate with other participants in breakout rooms.
Dana Huebert Lima
TEACHING ASSOCIATE PROFESSOR, ASSOCIATE CHAIR FOR UNDERGRADUATE ADVISING, RECRUITMENT, AND RETENTION
Dr. Dana Huebert Lima educational philosophy is founded in the idea that students at all levels should become creative and critical thinkers who can apply theoretical models and toward broad social and interdisciplinary contexts. In the biology department, she has coordinated the required Cellular and Molecular Biology (BIOL 219 and BIOL220) course and lab for several years. She has also taught Epigenetics (BIOL 415), Virology (BIOL 312), Genomics (BIOL 420), and Communicating Natural Science (BIOL 315). These courses are designed to teach both biological content and transferable scientific skills. Outside of biology, Dr. Huebert Lima extends her philosophy to her work directing the Honors College Experiential and Community-Engaged Learning (EXCEL) program.
Dr. Huebert Lima also advises honors biology students.
Dr. Huebert Lima works to expand scientific research to the broader community. At WVU, this has included giving talks about genetics and epigenetics with the Osher Lifelong Learning Institute, designing and presenting activities for K-12 students and adults and judging local and regional science fairs. Whenever possible, students in her classes are encouraged to develop activities that engage public audiences and address social issues. She is also the faculty advisor for the WVU chapters of UNICEF and the Muslim Students' Association.
Dr. Huebert Lima’s research has focused on epigenetic regulation of gene expression. Early in her career, she investigated how the position and types of histone modifications contributed to gene expression and cell differentiation. Her Ph.D. thesis research (University of Wisconsin – Madison, 2011) explored the interaction between nucleosome position, transcription factor binding and mRNA expression genome-wide as yeast responded to environmental changes.
Sophia Flower
Sophia Flower is a rising junior biology student with a minor in Appalachian Studies from Fairmont, West Virginia. She is a member of the Honors College and will be beginning the Honors EXCEL program in the fall. She is an active member of WVU Student Government Association and Collegiate 4-H. She serves as a member of the Wellness and Mental Health Student Advisory Board and is a Presidential Student Ambassador. Sophia hopes to pursue an M.D. after graduation.