Introducing Inclusive Teaching in Classrooms

College Outreach

What is DIVE?

The D.I.V.E. project provides curricular guidance for students to value diversity, equity, and inclusion within their CSU STEM classrooms and broader community.

As part of the CSU community, we are committed to inclusion, integrity, respect, service, social justice, and engagement. This Diversity and Inclusion Value Equity (D.I.V.E.) project will create an inclusive science, technology, engineering, and math (STEM) pedagogy program by incorporating diversity, equity, and inclusion (DEI) activities into the classroom in the College of Natural Sciences. As various courses in the College are service courses for STEM majors, many students would be exposed to DEI activities with this D.I.V.E. program.

Traditionally, natural science courses do not cover any DEI components and activities; however, to create an inclusive community, we should offer interdisciplinary programs including DEI activities into STEM education. Future scientists, engineers, and health science professionals then have amplified exposure to DEI issues, such as implicit bias, microaggressions, and stereotypes. The purpose of the D.I.V.E. project is to encourage the participation of CSU STEM students in an engaged and respectful community by valuing diversity, equity, and inclusion. This collaborative project will be organized by Ms. Nededog, Director of Inclusion in the College of Natural Sciences, and Akiko Nakamura, Assistant Professor of Chemistry. We will run a pilot program with the mini-grant in Spring 2023, analyze the results, and develop the insights to establish the inclusive STEM pedagogy program to move forward for the next academic year.

This D.I.V.E. project alignments with the Inclusive Excellence areas of focus indicated below:

  • Partner with other CSU units to ensure students are more culturally competent and have skills to enter into a diverse global workplace
  • Improve the university climate of inclusion
  • Enhance effectiveness of curriculum, educational programs, and research, with regard to diversity and inclusion
Diversity and Inclusion Value Equity (D.I.V.E.)

Project Director: Akiko Nakamura, Assistant Professor of Chemistry (primary contact)

Email: nakamura@colostate.edu

Diversity and Inclusion Value Equity (D.I.V.E.)

Collaborator: Arlene F. Nededog, Director of Inclusion, College of Natural Sciences

Email: arlene.nededog@colostate.edu

Diversity and Inclusion Value Equity (D.I.V.E.)

Collaborator: Kayleigh Keller, Assistant Professor of Statistics

Email: kayleigh.keller@colostate.edu

Diversity and Inclusion Value Equity (D.I.V.E.)

Collaborator: Paul Laybourn, Professor of Biochemistry and Molecular Biology

Email: paul.laybourn@colostate.edu

Immersing DEI in STEM

These videos illustrate the Inclusive STEM Teaching Project’s goal to advance the awareness, self-efficacy, and ability of STEM faculty, postdocs, graduate students, and staff to cultivate inclusive learning environments for all their students and to develop themselves as reflective, inclusive practitioners.

CNS Majors Resources​

Diversity in Biochem/Mole. Bio,

Diversity and Inclusion Value Equity (D.I.V.E.)

Diversity in Biology

Diversity and Inclusion Value Equity (D.I.V.E.)

Diversity in Chemistry

Diversity and Inclusion Value Equity (D.I.V.E.)

Diversity in Computer Sci.

Diversity and Inclusion Value Equity (D.I.V.E.)

Diversity in Mathematics

Diversity and Inclusion Value Equity (D.I.V.E.)

Diversity in Physics

Diversity and Inclusion Value Equity (D.I.V.E.)

Diversity in Psychology

Diversity and Inclusion Value Equity (D.I.V.E.)

Diversity in Statistics

Diversity and Inclusion Value Equity (D.I.V.E.)

Why Teach Inclusively?

Creating an inclusive classroom environment isn’t just a nice idea — its effect on student engagement, learning, and achievement is supported by substantial academic research. There are a range of ways to define inclusive teaching, but some significant aspects of it include:

  • Purposeful design, teaching, and assessment that is engaging, meaningful, and accessible to all
  • Teaching that incorporates dynamic practices with an awareness of different learning styles
  • Teaching that attends to students’ different social identities and backgrounds
  • Design, teaching, and assessment that deliberately cultivates an environment in which all students are treated fairly, have equal access to learning, feel welcome, valued, challenged, and supported in succeeding academically

The College of Literature, Science and the Arts. Inclusive Teaching at U-M. Retrieved June 9, 2023, from https://sites.lsa.umich.edu/inclusive-teaching/)

Monthly DEI Resources for Faculty

The monthly DEI resources listed in the Google Doc below are intended for faculty to educate themselves better in order to increase their positive impact in their dialogue regarding the importance of diversity, equity, and inclusion in higher education and the workplace. It is sectioned out by month for easier application. The document also includes additional DEI events at CSU and throughout Northern Colorado.

DEI Video Resources

The videos listed below have significant impact in their dialogue regarding the importance of diversity, equity, and inclusion in higher education and the workplace. Each video has been selected for various reasons with a description and implementation ideas/resources below the video. The videos are sectioned out by theme (ex. Importance of Diversity in STEM, Being a Woman in STEM, Being a First Generation Student, etc.) for easier application.

Importance of Diversity in STEM

The Future of STEM Depends on Diversity by Nicole Cabrera Salazar

  1. DescriptionThis video is about the importance of diversity in STEM and the reason why we do not see an equitable distribution in STEM
  2. Implementation Resources:
    1. Understanding Personal Biases
      1. As mentioned in the video, Harvard created various tests to see your bias towards various underrepresented groups (implicit.harvard.edu/implicit/takeatest.html)
      2. Students can take any of the tests and assess their biases
      3. Students can write a short paragraph describing their biases
    2. Evaluating Personal Experience
      1. Students can reflect and discuss their experiences (past/present) as a STEM major
      2. Students can then recognize and respond to the different experiences of their peers
        1. Note: some students may not be comfortable with sharing their experience – this exercise can be altered to keep student identities anonymous or you can allow students to opt out
    3. Working Toward a Better Environment
      1. Students can describe actions that they can take or promote their friends/peers/coworkers/families to improve diversity in STEM
        1. Ex. After watching this video, I feel inspired to work with younger students in the area to improve their attitude towards STEM. I will find an organization, like STEM 4 Kids, and work with them to advertise STEM to students in underrepresented groups. 

Why Diversity in STEM Matters by Jess Vovers

  1. DescriptionThis video is about the importance of diversity in STEM and the various ways that we can directly change biases/inaccessibility in STEM
  2. Implementation Resources:
    1. Advertising a Safe Space
      1. Provide these resources to students who might need them during their time at CSU
        1. Discrimination and Harassment Policy at CSU
        2. How to File a Complaint at CSU
    2. Finding a Workplace that Values DEI
      1. Have students find questions they could ask in an interview to gauge the companies stance on DEI
        1. Ex. I would ask an employer “How do you ensure a positive atmosphere in the workplace?” to understand the policies they have to bettering the work environment. I want a workplace that retains and commits to their employees. This question would assess how the management is working for the employees for a mutually beneficial relationship.

Intersectionality will Save the Future of Science by Shawntel Okonkwo

  1. DescriptionThis video is about the importance of intersectionality in STEM and how improving diversity will improve STEM outcomes
  2. Implementation Resources:
    1. Understanding Intersectionality
      1. Students can conduct their own research on intersectionality and discuss how they believe intersectionality is important to the future of STEM
    2. Assessing Privilege
      1. Students can complete the following document regarding privilege
      2. Students keep the results to themselves, but discuss what they learned through the exercise (ex. Through this exercise I learned that there is more to my privilege than I initially believed. By having parents that were alive and supportive of my endeavors, I have more privilege than others who do not have alive/supportive parents. I am thankful for the position I am in and want to provide more support to those I know who struggle with their familial relationships.)

Being a Woman in STEM

What It Takes to Be a Woman in STEM by Fatima AlKaabi

  1. DescriptionThis video is about how to encourage women to pursue STEM and stay in STEM
  2. Implementation Resources:
    1. Understanding the Facts
      1. Students can conduct their own research on the gender gap in STEM and discuss their findings
      2. Students can discuss their attitude towards what they found and respond to their peers
        1. Ex. Through research, I found that men in STEM have annual salaries that are nearly $15,000 greater than their female counterparts. As a woman in STEM, I feel saddened to know that although I have the same (if not better) skillset to my male counterpart, he will make more based on his gender.
    2. Advocating for Women in STEM
      1. Students can research a female scientist in their field that created revolutionary change
      2. Students can write a short paragraph, create an infographic, or another communication tool to showcase their scientist to their peers
        1. Ex. Kristi Anseth is a Professor of Chemical and Biological Engineering, Associate Professor of Surgery, and Medical Investigator at the University of Colorado Boulder. She was inducted into the National Academy of Engineering for her contributions to the design of biomaterials for tissue engineering, drug delivery, and biosensing.
    3. Learning about the History
      1. Students can research women who have had their work stolen throughout history
      2. Students can write a short paragraph or discussion post detailing what was stolen and if it was ever acknowledged by the masses
        1. Ex. Lise Meitner was a physicist who studied under Max Plank. Meitner was a Professor at German University and worked with Otto Hahn to outline the concept of nuclear fission. Hahn was given the Nobel Prize in 1944 for the discovery and Meitner was ignored. Meitner never received recognition and passed away in 1960. 

Why Do So Many Women Leave their Careers in STEM? by Prasha Dutra

  1. DescriptionThis video outlines that retention of women in STEM is presenting as a more important issue than recruiting women/girls interested in STEM.
  2. Implementation Resources:
    1. Understanding the Reason
      1. Students can research and discuss the true cause of women leaving STEM
        1. Ex. 69% of women who left STEM did so because of a toxic workplace environment. Although a common misconception, only 5% of women who left the workplace did so because of motherhood.
    2. Choosing a Supportive Environment
      1. Students can research and discuss key ways to understand if a workplace is toxic to their employees
      2. Students can research and discuss resources in how to deal with a toxic workplace environment

Being a First Generation Student

What I Have Learned as a First-Generation Student by Lyric Swinton

  1. DescriptionThis video showcases Lyric Swinton’s experiences as a first-generation college student and provides resources for first-generation students for their time in university
  2. Implementation Resources:
    1. Creating a  Supportive Environment
      1. Students can discuss their favorite academic resources at CSU or online that has helped them in their college career
        1. Ex. I enjoy going to the Statistics Success Center when I need help with my statistics homework because the help is free, easy to access, and the tutors are very helpful.
      2. Students can form study groups in the class to give everyone an opportunity to get help and support
        1. Note: As a faculty member, you could open a Canvas discussion page and allow students to find their own group based on their needs
    2. Providing Resources
      1. Send out this link to students so those who are first-generation know what resources are offered at CSU: https://www.natsci.colostate.edu/first-generation/
    3. Being Supportive
      1. CSU put together some tools that faculty can use to support first-generation students: https://firstgeneration.colostate.edu/support-students/

How Faculty Members Can Help First-Generation Students Succeed by PBS NewsHour

  1. DescriptionThis video showcases the systems UCLA has implemented and discusses important struggles of first-generation students.
  2. Implementation Resources:
    1. Understanding and Persevering Through Imposter Syndrome
      1. Students can research what imposter syndrome is and discuss various techniques that can help students overcome it 
        1. Ex. Imposter syndrome is the feeling that you are a “fraud” in your current environment and do not deserve the spot you have. A good way to alleviate the imposter feelings is to share your feelings in a supportive environment. 
    2. Understanding and Persevering Through Test Anxiety
      1. Students can research what test anxiety is and find strategies that can help reduce test anxiety
        1. Ex. Test anxiety is anxiety surrounding your performance on an exam. A technique that can be used to reduce test anxiety is to learn how to study efficiently.
        2. Note: if students request additional assistance with test anxiety, you can redirect them to the CSU student disability center where they can research the accommodations available to them: https://disabilitycenter.colostate.edu/types-of-accommodations/.

For These College Students, the Most Difficult Test May Be Basic Survival by PBS NewsHour

  1. DescriptionThis video outlines that students, many first-generation, face housing and food security issues during their college career.
  2. Implementation Resources:
    1. Understanding the Issue
      1. Students can research the facts surrounding food insecurity and housing insecurity on college campuses
    2. Providing Resources
      1. Advertise different programs that students can access at CSU
        1. https://lsc.colostate.edu/slice/community-engagement/rams-against-hunger/.
        2. https://studentaffairs.colostate.edu/resource/basic-needs/.
    3. Acknowledging Stigma
      1. Students can research the stigma surrounding people accessing food banks, SNAP, etc.

Instilling the ‘Senses’ for First-Generation College Students by Lindsey Dubose

  1. DescriptionThis video documents the experience of a first-generation student, ways that colleges can assist with the transition of first-generation students, and advice to future first-generation students.
  2. Implementation Resources:
    1. Understanding and Persevering through Burnout
      1. Students can research and discuss what burnout is
      2. Students can share how they have felt burnout throughout their college career (if applicable) and ways they have found to deal with it (if applicable)
    2. Connecting with a Community
      1. Students can research various services on campus that can help provide community: https://ramlink.campuslabs.com/engage/

The Experience of Being Disabled in STEM

Neuroscientist Joey Ramp Breaks Down Barriers for Disabled STEM Student with Service Dogs by Newzhook

  1. DescriptionThis video showcases Joey Ramp – a neuroscientist who is breaking down barriers for students who need service dogs in the lab or in classrooms.
  2. Implementation Resources:
    1. Understanding and Respecting Service Dogs
      1. Students can research what service dogs are and the various ways that people can use service dogs
      2. Students can research proper etiquette with service dogs and how to respect their peers who have service dogs
        1. Ex. Guide dogs are dogs who assist those who are visually impaired navigate their surroundings. When a guide dog has their harness on, they are working and are only to be touched by their owner. I can ask the handler if I can pet the dog, but I will respect their decision if they say no.
    2. Understanding CSU Policy
      1. Present the CSU Policy regarding service dogs and emotional support animals: https://policylibrary.colostate.edu/policy.aspx?id=747.

STEM and People with Disabilities by TheDOITCenter

  1. DescriptionThis video showcases different ways accessibility was brought into a STEM summer camp, highlights people with disability in STEM, and how students with disabilities can advocate for themselves.
  2. Implementation Resources:
    1. Understanding CSU Policy
      1. Present the CSU policy regarding accommodations and disability services: https://disabilitycenter.colostate.edu/.
    2. Learning How to Advocate 
      1. Students can research and discuss ways to self-advocate in college
        1. Ex. One way that I can advocate for myself at CSU is to take time for myself and not focus solely on academics or work.
    3. Learning about the History
      1. Students can research and present a famous person in their field who had a disability.

Disability Resources: A Student Perspective by Catherine Peterson

  1. DescriptionThis video showcases different college student’s perspectives on their disabilities and experience in college.
  2. Implementation Resources:
    1. Understanding Perspectives
      1. Students can research and discuss the experience and perspective of disabled students at university as well as how to be an ally to those with disabilities.
        1. Ex. Through research I found that if one of my peers has a disability and I want to know how I can best approach them or work with them, I should be direct and ask. I should not make assumptions on what they would want and speak for them.

Learning Disability in Higher Education… by Lexie Garrity

  1. DescriptionThis video is about having a learning disability and how students and professors can work together to improve learning conditions.
  2. Implementation Resources:
    1. Learning How to Advocate
      1. Students can research and discuss ways to self-advocate in college.
        1. Ex. One way that I can advocate for myself at CSU is to take time for myself and not focus solely on academics or work.
    2. Understanding You Have a Place
      1. Students can take time to acknowledge that they deserve to be at CSU just as much as their peers
      2. Students can reflect on their accomplishments and recognize their achievements
    3. Understanding CSU Policy
      1. Present the CSU policy regarding accommodations and disability services: https://disabilitycenter.colostate.edu/.

College – Possible for Students with Intellectual Disabilities by Edie Cusack

  1. DescriptionThis video is about how students with intellectual disabilities can join in college and amke a difference in their lives.
  2. Implementation Resources:
    1. Understanding the Topic
      1. Students can reflect on the video and continue further research about how college improves the lives of people with intellectual disabilities.

Supplemental Videos

Microaggressions

How Microaggressions Are Like Mosquito Bites – Same Difference by Fusion Comedy

  1. DescriptionThis video is about the effect and feelings of microaggressions on a person.

Eliminating Microaggressions: The Next Level of Inclusion by Tiffany Alvoid

  1. DescriptionThis video is about the impact of microaggressions and how to avoid using microaggressions.

Dismantling Microaggressions Through the Power of Connection by Toya Webb

  1. DescriptionThis video describes the experience and importance of understanding microaggressions as well as how we can work towards eliminating microaggressions.

Microaggressions in the Classroom by Yolanda Flores Niemann

  1. DescriptionThis video follows different student perspectives and dialogue surrounding microaggressions as well as how faculty can work against microaggressions in the classroom.

Implicit/Unconscious Biases

Implicit Bias | Concepts Unwrapped by McCombs School of Business at UT Austin

  1. DescriptionThis video outlines implicit bias and how implicit bias shows up in various points of life.

How to Outsmart Your Own Bias by Valerie Alexander

  1. DescriptionThis video describes unconscious bias, how it is seen in the workplace, and how we can change our thinking to move around our biases.

Are You Biased? I Am by Kristen Pressner

  1. DescriptionThis video outlines how we can acknowledge and push through our unconscious biases.

Imposter Syndrome

What is Imposter Syndrome and How Can You Combat It? by Elizabeth Cox

  1. DescriptionThis video is about the psychology behind imposter syndrome and how it can be combated.

The Surprising Solution to the Imposter Syndrome by Lou Solomon

  1. DescriptionThis video goes into the various experiences with imposter syndrome and how to overcome those feelings. 70% of successful people have experienced the feelings associated with the Impostor Syndrome, such as fear of failure and perfectionism. Whether you have it, or know someone who does, there are steps to build a more satisfying and happy life.

How You Can Use Imposter Syndrome to Your Benefit by Mike Cannon-Brookes

  1. DescriptionThis video outlines imposter syndrome and showcases how it can be used to benefit yourself and others.

Burnout

How to Bounce Back from Burnout in 3 Simple Steps by Allan Ting

  1. DescriptionThis video outlines Allan Ting’s experience and research about burnout. He proposes a simple mnemonic device, AIR, as a way to combat burnout.

The Surprising Solution to the Imposter Syndrome by Lou Solomon

  1. DescriptionThis video goes into the various experiences with imposter syndrome and how to overcome those feelings. 70% of successful people have experienced the feelings associated with the Impostor Syndrome, such as fear of failure and perfectionism. Whether you have it, or know someone who does, there are steps to build a more satisfying and happy life.

How You Can Use Imposter Syndrome to Your Benefit by Mike Cannon-Brookes

  1. DescriptionThis video outlines imposter syndrome and showcases how it can be used to benefit yourself and others.