教学方式我希望我被教导:设计和实施一门课程的历史上被排除在外和代表不足的科学家
Kathryn C A Milligan-McClellan1
1Department of Molecular and Cell Biology, University of Connecticut, Storrs, Connecticut, USA.
Journal of cellular physiology
|June 28, 2024
概括
本课程讨论了科学,技术,工程和数学 (STEMM) 领域的历史排斥问题. 它旨在通过教育学生了解排斥的影响,并促进历史上被排斥和代表性不足的群体 (HEU) 的代表性来增加多样性.
科学领域:
- 微生物学和STEMM教育的教育
背景情况:
- 历史上被排斥和代表不足的群体 (HEU) 在科学,技术,工程,数学和医学 (STEMM) 领域面临着显著的代表不足.
- 这种排斥植根于可以追溯到美国大学建立的历史实践.
- 在学生中,普遍缺乏对STEMM排斥的历史和后果的认识.
研究的目的:
- 开发和实施一门专注于STEMM多样性的本科课程.
- 为了教育学生关于排斥的历史,其后果,和当前的多样性在STEMM.
- 为学生提供知识,以促进在STEMM领域的包容性和代表性.
主要方法:
- 课程开发和本科课程的实施.
- 教学生关于STEMM工作中的多样性,历史上的排斥及其后果.
- 培训学生对不同受众进行口头和书面沟通.
主要成果:
- 学生了解美国STEMM工作中的当前多样性状况.
- 学生了解历史背景和排斥对代表性不足的群体的影响.
- 学生们接受教育,了解实施变革的策略,以便在STEMM中获得更大的代表性.
结论:
- 解决STEMM中HEU个人的缺陷需要大学层面的干预.
- 教育学生多样性和包容性对于培养更具代表性的STEMM劳动力至关重要.
- 该课程旨在为学生提供教师希望他们在职业生涯早期获得的知识.
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