POD Conference 2021

We discuss how one biology department has approached the problem of exclusion and oppression in the sciences. This poster is a process and solutions-based approach rather than a problems-based approach. The goal is that by showing concrete examples of the steps we are taking as a department to address inequity, other departments in other universities may find some ideas that they are able to implement at their home institutions. We wish to continue the conversation on how to build an academic program that is more inclusive to all and is also based in rigorous honesty with ourselves and our students.

The current COVID pandemic exposed ongoing issues and surfaced ongoing inequities in education generally, but particularly as it relates to the recruitment, persistence and mentoring of underrepresented groups (URG) in STEM fields. As we transition to virtual spaces for the foreseeable future, how do we move forward to meet the unique needs of this group? This research sought to identify both: current best practices as well as critical gaps in mentoring literature as it relates to URG in STEM. The results of this systematic literature review have implications for all faculty and educational developers working with URG in STEM spaces.

The University of California, Irvine, a large research-intensive institution, and Santa Ana College, a small community college, were awarded the California Learning Lab Grant to create a three-part faculty development program to reduce equity gaps in introductory online STEM courses. The aims of this program are to teach faculty how creating a sense of community leads to increased self-efficacy, leveraging technology facilitates effective online active learning, and incorporating peer mentors enhances learning. In this live interactive session, we will outline the program components and share data from the first faculty cohort. In addition, we will demonstrate community building exercises.