Development of an Equity, Diversity, and Inclusion Curriculum Initiative for Undergraduate STEM Students
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| Title: | Development of an Equity, Diversity, and Inclusion Curriculum Initiative for Undergraduate STEM Students |
|---|---|
| Language: | English |
| Authors: | Jenna A. P. Sim, Mary E. Jung, Rishma Chooniedass, Jannik Haruo Eikenaar |
| Source: | Journal of Teaching and Learning. 2024 18(2):4-15. |
| Availability: | Journal of Teaching and Learning. 401 Sunset Ave. Faculty of Education, University of Windsor, Windsor, Ontario, Canada N9B 3P4. Tel: 519-253-3000 Ext. 4068; e-mail: jtl@uwindsor.ca; Web site: https://ojs.uwindsor.ca/index.php/JTL |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Diversity Equity and Inclusion, Learning Modules, STEM Education, Undergraduate Students, College Faculty, Online Courses, Asynchronous Communication, Computer Assisted Instruction, Independent Study, Curriculum Development, Interdisciplinary Approach, Curriculum Evaluation |
| Geographic Terms: | Canada |
| ISSN: | 1492-1154 1911-8279 |
| Abstract: | Equity, diversity, and inclusion (EDI) gaps persist in science, technology, engineering, and math (STEM) fields, as demonstrated by the discrimination, stereotyping, and inequities that historically and persistently marginalized groups face. Recognition of this gap led a transdisciplinary team to develop foundational-level e-learning modules, titled "Foundations for Inclusive and Respectful Engagement" (FIRE) on EDI capacities to be delivered in STEM undergraduate classes at the University of British Columbia's Okanagan campus. FIRE consists of online, asynchronous, self-study modules delivered through the learning management system, Canvas. Feedback from pilot testing the FIRE modules has demonstrated that STEM students find the modules to be relevant and beneficial. Throughout the development of FIRE, we learned the importance of aligning the course with our institution's values, working in a transdisciplinary team, and revising iteratively. This documentation of the development and preliminary feasibility of the FIRE modules aims to assist other institutions or organizations who are in the process of developing their own EDI teaching and learning materials. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1457554 |
| Database: | ERIC |
| Abstract: | Equity, diversity, and inclusion (EDI) gaps persist in science, technology, engineering, and math (STEM) fields, as demonstrated by the discrimination, stereotyping, and inequities that historically and persistently marginalized groups face. Recognition of this gap led a transdisciplinary team to develop foundational-level e-learning modules, titled "Foundations for Inclusive and Respectful Engagement" (FIRE) on EDI capacities to be delivered in STEM undergraduate classes at the University of British Columbia's Okanagan campus. FIRE consists of online, asynchronous, self-study modules delivered through the learning management system, Canvas. Feedback from pilot testing the FIRE modules has demonstrated that STEM students find the modules to be relevant and beneficial. Throughout the development of FIRE, we learned the importance of aligning the course with our institution's values, working in a transdisciplinary team, and revising iteratively. This documentation of the development and preliminary feasibility of the FIRE modules aims to assist other institutions or organizations who are in the process of developing their own EDI teaching and learning materials. |
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| ISSN: | 1492-1154 1911-8279 |
