Academic Catalog

BIOL 81: LEARNERS ENGAGED IN ADVOCATING FOR DIVERSITY IN SCIENCE

Foothill College Course Outline of Record

Foothill College Course Outline of Record
Heading Value
Units: 4
Hours: 4 lecture per week (48 total per quarter)
Advisory: BIOL 1A, 40A, 41, or equivalent; ENGL 1A, 1AH, or 1S & 1T, or equivalent; MATH 17, 105, or equivalent, completed with a letter grade of "C" or better.
Degree & Credit Status: Degree-Applicable Credit Course
Foothill GE: Area VII: Lifelong Learning
Transferable: CSU
Grade Type: Letter Grade Only
Repeatability: Not Repeatable

Student Learning Outcomes

  • The student can compare the impacts of various social phenomena related to equity and inclusion in the sciences.
  • The student can develop and assess curricular materials that engage diverse populations of biology and health science students in connecting their personal identities to their learning.
  • The students can assess their own own identities in relation to science equity and inclusion, and connect equity strategies to their future biology or health science careers.

Description

This course is intended for students interested in equity, diversity, and inclusion in the sciences. Students will explore research on inclusion and diversity in biology and health science, as well as research on interventions to enhance inclusion and diversity in those fields in higher education contexts. Students will reflect on how their own identities have impacted their experiences in science and develop strategies to promote equity in their future biology or health science careers. Through service learning, students will co-author culturally relevant curricular materials that will expand faculty capacity to connect students' personal lives to course content. Materials developed by students will be used and assessed in biology and/or health science courses at Foothill College, local middle schools, and/or local high schools, and will be made available for a nationwide audience of teachers and professors.

Course Objectives

The student will be able to:
A. Evaluate the current state of equity and inclusion in science and in science education
B. Compare various social phenomena related to equity and inclusion in the sciences
C. Appraise physiological responses in environments lacking inclusivity
D. Construct evidence-based interventions to enhance equity and inclusion in the sciences
E. Assess their own own identities in relation to science equity and inclusion

Course Content

A. Current state of equity and inclusion in science and in science education
1. Measurement of equity and diversity in the sciences
a. Equity gaps
2. Significance of diversity in biology and health science
a. Impacts of diversity on research quality/outcomes
b. Impacts of diversity on health outcomes/health disparities
B. Social phenomena related to equity and inclusion in the sciences
1. Implicit bias
2. Deficit models
3. Stereotype threat
4. Sense of belonging
5. Imposter syndrome
6. Science identity
7. Self-efficacy
C. Physiological responses in environments lacking inclusivity
1. Endocrine responses
2. Neurological responses
D. Evidence-based interventions to enhance equity and inclusion in the sciences
1. Inclusive teaching and learning strategies
2. Role modeling
3. Possible selves
4. Scientific teaching
5. Strategies for the assessment of interventions
E. Understanding one's own identities in relation to science equity and inclusion
1. Assessment of one's own intersectional identities
2. Assessment of one's own strategies navigating within and disrupting traditional science environments
3. Exploration of strategies for monitoring equity and promoting inclusion in academic and professional settings

Lab Content

Not applicable.

Special Facilities and/or Equipment

A. Multimedia lecture room
B. Student and instructional computers with internet access
C. When taught via Foothill Global Access, on-going access to computer with email software and hardware; email address.

Method(s) of Evaluation

Methods may include but are not limited to the following:
A. Self, peer, and instructor evaluation of educational interventions developed by students
B. Written assignments requiring analysis of academic articles or book chapters
C. Reflective journals
D. Participation in discussions
E. Exams consisting of subjective and objective items
F. Evaluation of case studies

Method(s) of Instruction

Methods may include but are not limited to the following:
A. Lecture
B. Cooperative learning activities
C. Discussions

Representative Text(s) and Other Materials

Weekly academic articles or book chapters on equity and inclusion in the sciences, supplemented at instructor's discretion with additional readings or course reader.



The following are examples of suggested books for the course:

Palmer, Robert T., and J. Luke Wood. Community Colleges and STEM: Examining Underrepresented Racial and Ethnic Minorities. Routledge, 2013.

Steele, Claude. Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do. W. W. Norton & Company, 2011.

Wood, J.L., and R.T. Palmer, eds. STEM Models of Success: Programs, Policies, and Practices in the Community College. Charlotte, NC: Information Age, 2014.



The following are examples of suggested academic articles for the course:

Schinske J., H. Perkins, A. Snyder, and M. Wyer. "Scientist Spotlight Homework Assignments Shift Students' Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class." CBE - Life Sciences Education. 15(3) (Fall 2016): ar47.

Tanner, K. "Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity." CBE - Life Sciences Education. 12(3) (Fall 2013): 322-331.

 

Types and/or Examples of Required Reading, Writing, and Outside of Class Assignments

A. Reading and annotation of academic articles and book chapters on STEM equity

B. Journal responses to assigned readings

C. Composition of biographical vignettes on diverse scientists

D. Composition of educational interventions aimed at enhancing STEM equity and inclusion

 

Discipline(s)

Biological Sciences