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The Inclusive STEM Teaching Project

The Inclusive STEM Teaching Project is a 6 week course designed to advance the awareness, self-efficacy, and the ability of faculty, postdocs, and doctoral students to cultivate inclusive STEM learning environments for all their students and to develop themselves as reflective, inclusive practitioners.

The Inclusive STEM Teaching Project

There is one session available:

After a course session ends, it will be archived.
Starts Oct 13
Ends Nov 25
Estimated 6 weeks
2–3 hours per week
Instructor-led on a course schedule
Optional upgrade available

About this course

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Throughout this six-week online course, we will ask you to engage in deep reflection and discussions around topics of equity and inclusion in learning environments across a variety of institutional contexts. This course is designed to improve our participants’ awareness, self-efficacy, and ability of doctoral students, postdocs, and faculty to create inclusive STEM learning environments for their students. To center the identity of faculty and students and facilitate deep reflection, we employ key features including: embodied case studies, affinity spaces, and an inclusivity framework portfolio. These activities are collectively designed to nurture a transformative mindset and help our participants reflect deeply on key identity-related aspects of each module as they go through the course, and to help them apply these aspects in tangible ways to their own teaching and learning contexts.

At a glance

  • Institution: BUx
  • Subject: Education & Teacher Training
  • Level: Intermediate
  • Prerequisites:

    Course participants are expected to enter recognizing 1) racism, sexism, heterosexism, ableism, ageism, classism, etc. are real and present and 2) being a reflective, inclusive instructor is a lifelong process of discovery that requires continuous learning.

  • Language: English
  • Video Transcript: English

What you'll learn

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Participants in this course will...

  • Examine issues of diversity, equity and inclusion in higher education

  • Reflect on their own and their students’ identities and experiences

  • Question their assumptions about all aspects of instruction

  • Identify and implement learner-centered structures and strategies

  • Apply principles of evidence-based inclusive teaching

  • Use their student learning data and feedback to inform pedagogical and curricular choices

Introduction: In this welcoming session, participants will be introduced to the concepts, ideas, and terms that relate to fostering inclusive classrooms and learning environments in higher education. The concepts reviewed in this session will be reinforced in the content throughout the rest of the MOOC. ****

Module 1: DEI in Learning and Teaching in Higher Education: In this module, participants will examine issues of diversity, equity and inclusion (DEI), especially around power, privilege and positionality, in both their local institutional context (e.g., classroom, laboratory, research group) as well as at a national level. ****

Module 2: Instructor Identity and Authority in STEM Classrooms: This module will guide participants from a range of backgrounds to reflect upon their individual identities and the ways in which those identities influence their experience as instructors and impact their students’ learning.

Module 3: Student Identities and Experiences in the STEM Classroom: In this module, participants will review social identity frameworks introduced in the Instructor Identity and Authority module and explore how students’ social identities impact teaching practices and student learning. Participants will also explore key theories of implicit bias, growth mindset, stereotype threat and imposter phenomenon and their impact on students’ classroom experience and learning.

Module 4: Creating an Inclusive STEM Course: In this module, participants will explore and apply strategies for designing an inclusive course. Participants will explore the typical approaches to course design and unpack the structures and assumptions related to power, positionality, and privilege that cause those approaches to create barriers for student learning.

Module 5: Fostering an Inclusive Climate in the STEM Classroom: In this module, participants will become aware of, reflect on, and explore how to develop and implement inclusive and evidenced-based teaching practices that are drawn from research and student experiences of learning.

About the instructors

Frequently Asked Questions

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1. What is the difference between the audit track and the certificate track?

The certificate track costs $49, and upon course completion, edX provides an official certificate. The audit track is free, and upon course completion, the Inclusive STEM TEaching team provides an unofficial certificate. In both tracks, the content and activities are identical, and both tracks provide unlimited archive access to the content.

2. How much time commitment is expected?

There is approximately 2 hours of content each week, 45-60 min of video from experts, the team, and students, and ~60 minutes of reflection and writing in discussion boards, affinity spaces and “your inclusivity framework.”

3. Who else is in the course?

STEM Instructors, postdocs, and graduate students from across the nation will be participating in the course.

4. How do I get involved in the research so I can assess the inclusivity of my course design, classroom environment, and attitudes of my students?

When you register for the course, you will be invited to participate in the research portion. At that time you will be asked to consent to the research process and will receive surveys from our Research Team.

5. What is an affinity group and how do I engage?

We believe there are benefits for our participants to have spaces for conversations about one’s identity-based experiences both inside and outside of the course and course content, with others who share similar identities. One of the strategies we are using is affinity groups, based around the following social identities : Black, Indigenous, and People Of Color (BIPOC), White, Women/Womxn, and Men/Mxn. We recognize that there are many many more identities that would benefit from an affinity space. We also recognize that identities are incredibly complex, dynamic and intersectional and that any set of “labels” cannot fully capture the range of people and experiences present in this MOOC. We have chosen these four identities as a starting point, with hopes to add more in the future if this feature is successful. Instructions for engagement in the affinity group is in the course introduction.

6. Will I get a certificate from the project for completing the IUSE course on edX ?

Course completers will receive a Certificate of Completion from edX if they participated in the verified track; and from the Inclusive STEM Teaching Project if they participated in the audit track. Course completion is achieved by answering 50% or more of the inclusivity framework questions, of wihch there are two at the end of each module and two at the end of the course, for a total of 14 questions. Two of the seven that you complete (or more) must be from Module four or later in the course.

7. What is the Inclusivity Framework?

The “inclusivity framework” is designed to help you reflect deeply on key aspects of each module as they go through the course, and to help you apply these aspects in tangible ways to your own current and/or future teaching and learning contexts. At the conclusion of each module, you will be prompted to first respond to a self-reflection prompt and then to write a statement of intent. The responses to these questions will be captured and displayed in such a way that you may view all of your responses at once, so that at the completion of the course, you will have created your own inclusivity framework. Responses will not be graded but will count towards the completion of the course. Other participants will not be able to view your responses.

8. How can I join a local or virtual learning community?

You can sign up for a local learning community through our website,

9. Is it possible to have downloadable readings of the transcripts?

Yes. To download a video transcript, below the video player, select the download option for the transcript file format that you want. In the dialog that opens, you can choose to open or save the transcript file.

10. Can the captioning be turned off?

Yes, the user can turn captions/transcripts on or off, according to their preference.

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