Proposal Title
The Canadian Consortium of Science Equity Scholars – a multi-institutional approach to improving equity and sense of belonging in the classroom.
Session Type
Presentation
Room
Somerville House, room 3317
Start Date
14-7-2023 11:00 AM
End Date
14-7-2023 11:20 AM
Keywords
equity, belonging, classroom climate, community
Primary Threads
Teaching and Learning Science
Abstract
The Canadian Consortium of Science Equity Scholars (CCSES) is a multi-institution group of educators and researchers committed to improving equity in post-secondary science education. We seek to rectify the dearth of EDI data in a Canadian context to ensure that we have the information we need to understand our students’ experience and improve teaching practices to support all students. Our research focuses on the affective dimensions of the classroom and how students perceive themselves and what helps them develop their identity in STEM. To gather information on how students’ sense of belonging and self-efficacy (belief in one’s own capacity to succeed) is impacted by classroom climate and teaching practices, we are surveying students in biology, chemistry, and physics first-year classes across Canada. Data from these surveys will help us identify inequities, but also inclusive teaching practices and the impact they have on different demographic groups. In this session, we will present preliminary results from the initial year of data collected at five Canadian universities, and discuss how this research can inform how we structure programs and courses to reduce systemic and structural barriers to student success. This session will provide participants with ideas on how to better engage their students and improve their sense of belonging and self-efficacy, but also help build connections within the teaching and learning community to collect data to better understand student experiences across science disciplines and institutions to improve teaching practices. This project was approved by the research ethics boards of all the institutions where data were collected.
Elements of Engagement
The session will involve breakout groups in which participants will discuss and reflect on their experiences with EDI data collection, inclusive teaching practices, and systemic and structural barriers to student success in their courses, program(s), and institution. Please bring an internet enabled device (e.g., smartphone) so that you can participate in polls and share ideas with online participants. Our session will conclude with an invitation to colleagues interested in improving equity in their own courses and/or at their own institution to join the consortium.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
The Canadian Consortium of Science Equity Scholars – a multi-institutional approach to improving equity and sense of belonging in the classroom.
Somerville House, room 3317
The Canadian Consortium of Science Equity Scholars (CCSES) is a multi-institution group of educators and researchers committed to improving equity in post-secondary science education. We seek to rectify the dearth of EDI data in a Canadian context to ensure that we have the information we need to understand our students’ experience and improve teaching practices to support all students. Our research focuses on the affective dimensions of the classroom and how students perceive themselves and what helps them develop their identity in STEM. To gather information on how students’ sense of belonging and self-efficacy (belief in one’s own capacity to succeed) is impacted by classroom climate and teaching practices, we are surveying students in biology, chemistry, and physics first-year classes across Canada. Data from these surveys will help us identify inequities, but also inclusive teaching practices and the impact they have on different demographic groups. In this session, we will present preliminary results from the initial year of data collected at five Canadian universities, and discuss how this research can inform how we structure programs and courses to reduce systemic and structural barriers to student success. This session will provide participants with ideas on how to better engage their students and improve their sense of belonging and self-efficacy, but also help build connections within the teaching and learning community to collect data to better understand student experiences across science disciplines and institutions to improve teaching practices. This project was approved by the research ethics boards of all the institutions where data were collected.