BUILDING DIVERSITY IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH Patricia M. DiBartolo, Ph.D. Professor of Psychology Faculty Director of the Sciences.

BUILDING DIVERSITY IN SCIENCE, TECHNOLOGY,

ENGINEERING, AND MATH

Patricia M. DiBartolo, Ph.D.Professor of PsychologyFaculty Director of the Sciences

CREATE “INCLUSIVE EXCELLENCE” State of the Divisionbullet point here

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BY ATTENTION TO THE FOLLOWING:Pedagogy

Messages Conveyed by Pedagogy

Messages About Success and Struggle

PEDAGOGY Traditional Pedagogies Vs.Active Learning

ENGAGEMENT THROUGH ACTIVE LEARNING

Freeman et al. (2014). PNAS, 111, 8410-8415.

ENGAGEMENT THROUGH ACTIVE LEARNING Improves learning outcomes for all studentsDisproportionately benefits underrepresented studentsChanges time allocation to the class work and increases sense of community (Eddy & Hogan, 2014)

MESSAGES CONVEYED BY PEDAGOGY

Gatekeeping Vs. Welcoming

BUILDING WELCOMING, INCLUSIVE COMMUNITIES Role-modelsPeer MentorsEarly engagementCollaborative workWide availability

SUCCESS AND STRUGGLE

Brilliance (if not, Remediation) Vs. Potential/Grit and “Wise Schooling”

BRILLIANCE FOR BELONGING?

From Leslie et al. (2015). Science, 347, 262-265.

FOCUS ON PROCESS AND POTENTIALDweck’s (2006) research on fixed versus growth mindsetBeware stereotype threat (Steele, 2010), especially through frameworks of remediation

reducingstereotypethreat.orgFeedback across racial divides: “Wise schooling” (Cohen et al., 1999)Explore and expose barriers: Talk to students!Increase skills and social capital by “invitation to study”Use community and active learning to provide transparency about success in the classroom and as scientists

OUTCOMES

PERCENTAGE OF SMITH STUDENTS WITH AT LEAST ONE SCIENCE MAJOR, 2005-2014

For Seniors, Juniors, and Ada Comstock Students, as of Fall census.Note. Scale 15 to 43%.

IMPACTS OF AEMES ON STUDENT OUTCOMESPersistence in Life Sciences Independent Scientific

Research

PRINCIPLES FOR CHANGING THE FACE OF SCIENCE State of the Divisionbullet point here

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HISTORICALLY TO BROADEN THE PIPELINE

Pedagogy

“Sage on the stage” Active Learning

Messages Conveyed by Pedagogy

Gatekeeping Welcoming

Success and Struggle

Brilliance (if not, Remediation)

Potential and Grit with “Wise Schooling”

ENGAGEMENT THROUGH ACTIVE LEARNING

From Eddy & Hogan (2014). CBE—Life Science Education, 13, 453-468.