Ensuring that students from underrepresented groups participate and succeed in science and engineering (SE) college courses is critical for a diverse SE workforce and for a scientifically-literate society. One research-based approach to attracting and retaining diverse groups of students in college-level SE courses is through representation, specifically, providing opportunities for students to become aware of diverse scientists and engineers, either through personal interaction or by inclusion of readings/studies by diverse authors in a course syllabus. In addition providing examples or cases that have personal or cultural relevance to students in order to illustrate core disciplinary concepts in SE further encourages students to persist and succeed in SE coursework.
The Council on Science and Technology (CST) at Princeton is interested in developing a Community of Practice around the issue of diversifying the SE curriculum through course readings, cases, and examples. The Community would be comprised of faculty members (“fellows”) who teach science or engineering courses and are interested in exploring and ultimately implementing change in their curricula.
Some key questions that might guide the Community of Practice’s efforts include:
- What does it mean to diversify STEM curriculum at Princeton?
- What factors/considerations impact STEM faculty’s selection of readings, cases, and examples for their courses? What biases may be present in that selection?
- How can STEM readings, cases, and examples illuminate the critical role of STEM in addressing issues of social justice?
- How can diversifying STEM readings, cases, and examples impact students’ understanding of science and engineering as human endeavors representing contributions from a wide range of people and cultures?
- How can the inclusion of diverse readings, cases, and examples impact students’ confidence in and connectedness to STEM? What are the implications for increased participation and retention in STEM?
Eight (8) CST faculty fellows will be selected and will each receive a $10,000 stipend for their participation in the Community.
- Participate in a series of working “community of practice” virtual meetings during the Spring 2021 to address these and other questions surrounding diversifying STEM course readings, cases, and examples at Princeton;
- Commit to making a significant change in one or more courses that you will teach during the 2021-2022 academic year that reflects your participation in the community of practice;
- Collaborate with the CST on evaluating the impacts of the change on student learning and affect in STEM.
Multiple applicants from the same SE department are welcome to apply as intra- and interdisciplinary conversations are valued.
The application for the Community of Practice Fellowship is now closed. Questions can be directed to Dr. Paul Durst, CST Assistant Director, STEM Education.