Inclusive Practices in Biological Sciences: Designing Equity-Centered Courses

Reflection on Instructional Change:

I plan to add things to my syllabus to make it more inclusive. Specifically, I will use visuals, including icons on the front page of the syllabus to indicate my support for BLM, LGBTQ rights, and other inclusive and equity centered causes. I am selecting this practice because 1) I want to make it crystal clear to students, without them having to wonder about where I stand on these issues, that I am committed to creating an equitable, inclusive learning environment for them, and 2) that I recognize that students come into my class with a range of unique and diverse experiences and perspectives.

Before implementing this practice, I expected that students would feel more welcome in the course and to have a stronger sense of belonging. Especially for biology and STEM fields, the stereotype is often that biologists are privileged white males. If I make it clear on my syllabus that I welcome students of all backgrounds (race, ethnicity, sexual orientation, socioeconomic status, etc.), I can help to dispel this misconception. Furthermore, by providing specific resources on my syllabus to help students meet their basic needs and succeed, I can help students understand that my biology course is indeed a space intended for them, even if they don’t match the “typical” biologist stereotype.

As expected, student reaction to these practices so far this Fall semester has been positive. One student, in response to a beginning of the semester survey question, "Is there anything else you would like me to know about you?" responded with the following: "I appreciate the effort you put into the course being as inclusive as possible!"

The learning activity that most influenced the changes I made in my instruction was the Module Resources, specifically the syllabus example provided from Dr. Kelly Hogan. I was especially drawn to the items that were front and center on the syllabus - 1) the icons indicating support for the LGBTQ community, the Black Lives Matter (BLM) movement, and mental health, and 2) the explicit explanation of what office hours are, what they can be used for, and the reminder that asking for help is a sign of strength. This material was influential because it built on and extended practices I had already started implementing. For example, one student said to me in the Spring 2021 semester regarding my acknowledgement of the BLM struggle, "It's nice not to have to guess how you feel about this." Seeing Dr. Kelly Hogan's syllabus example helped me realize that I could make it even clearer to students, by stating on the front page of my syllabus, my explicit support for groups that are underrepresented in STEM.

After discussing my portfolio with my colleagues, one "take away" about my teaching and learning is that in order to do this work sustainably, I need to also take care of myself and set my own boundaries. For example, while there are definite benefits to holding office hours for students on nights and weekends to accommodate their schedules, I know that this will not work for me because those are the times I need for myself to rest and recharge.

Three visual examples of my efforts to build an equitable learning environment
Students will feel comfortable participating in class if they know they are welcomed into the course community. Building this trust starts before students even walk into the classroom - one of the first things students see is the syllabus.	Fall 2021 syllabus excerpt demonstrating modified office hours language and icons indicating my support for the LGBTQ community, the Black Lives Matter movement, and first-generation students.	ACUE Microcredential Certificate

Final Reflection

My biggest take-away from the ACUE Inclusive Teaching for Equitable Learning Microcredential Course is that seemingly small changes, such as adjusting the way I talk about office hours on my syllabus, can add up to have a huge positive impact on students. I find it notable that these changes have nothing to do with content, but everything to do with how I structure the class and present that content. If I truly want to ensure the success of all students in my courses, I need to continue making these intentional adjustments to create a safe classroom space that welcomes, celebrates, and supports Sac State's diverse community of learners.

Faculty Biography

Faculty Biography
	I have a Ph.D. in Marine Biology and my research focuses on ecological genomics in the rocky intertidal zone. Most of my work focuses on marine mollusks like snails, abalone, and mussels and how they respond to environmental stressors like high temperatures. Although my academic background is in Marine Molecular Ecology, as an Assistant Professor at Sac State I am also very passionate about using evidence-based teaching practices to enhance equity, student engagement, and learning in my courses. For example, I implemented novel gratitude interventions (aka thinking about positive things in your life you are grateful for) in my BIO100 class to increase student retention and success. Also, I love my dog Enzo (see picture). :)

Sponsors
	This work was supported by the Higher Education Emergency Relief Fund and the National Science Foundation (grant #DUE-1832335).