Proposal Title
Fostering community and belonging in diverse science backgrounds through reflective writing
Session Type
Plenary
Room
Somerville House, room 3345
Start Date
13-7-2023 2:00 PM
End Date
13-7-2023 2:50 PM
Keywords
Culture of Belonging, STEM education, reflective practice, active learning, well-being
Primary Threads
Teaching and Learning Science
Abstract
Reflective writing and the practice of reflection helps build community and a sense of belonging for students from diverse science backgrounds. Reflection also helps students develop a deeper understanding of themselves to be more aware of their learning. In addition, reflection allows students to connect their personal insights, values, and cultural and lived experiences to material they are studying. More importantly, students connect with others, to promote a sense of relevance and meaning. By sharing their reflections with their peers, students discover commonalities, validate each other's experiences, and create a supportive community of learning. In addition, reflective writing encourages students to consider different learning perspectives and to embrace diversity by being open to, and accepting and appreciating the differences among their peers. This inclusive mindset fosters a sense of belonging and community, where students recognize and value the contributions of others.
This talk shares educator and student experiences on building a culture of belonging in a senior undergraduate biotechnology and business course. Since reflective journaling is typically not part of post-secondary science classes, students questioned the usefulness of this activity in the beginning of semester. However, by the end of the class most students' reflective blogs changed and transformed, from talking about individual aspirations, to a collective goal. Students acknowledged and accepted other’s differences in values and learned to work together by embracing, instead of rejecting, each others' differences. Reflective story-sharing and storytelling helped students break each other’s assumption and stereotype (usually from other disciplines) and begin to build a connected community of learning.
Elements of Engagement
In this presentation the audience will engage in a short activity to establish first connections among strangers. The activity’s intent is to find commonality between audience members.
Fostering community and belonging in diverse science backgrounds through reflective writing
Somerville House, room 3345
Reflective writing and the practice of reflection helps build community and a sense of belonging for students from diverse science backgrounds. Reflection also helps students develop a deeper understanding of themselves to be more aware of their learning. In addition, reflection allows students to connect their personal insights, values, and cultural and lived experiences to material they are studying. More importantly, students connect with others, to promote a sense of relevance and meaning. By sharing their reflections with their peers, students discover commonalities, validate each other's experiences, and create a supportive community of learning. In addition, reflective writing encourages students to consider different learning perspectives and to embrace diversity by being open to, and accepting and appreciating the differences among their peers. This inclusive mindset fosters a sense of belonging and community, where students recognize and value the contributions of others.
This talk shares educator and student experiences on building a culture of belonging in a senior undergraduate biotechnology and business course. Since reflective journaling is typically not part of post-secondary science classes, students questioned the usefulness of this activity in the beginning of semester. However, by the end of the class most students' reflective blogs changed and transformed, from talking about individual aspirations, to a collective goal. Students acknowledged and accepted other’s differences in values and learned to work together by embracing, instead of rejecting, each others' differences. Reflective story-sharing and storytelling helped students break each other’s assumption and stereotype (usually from other disciplines) and begin to build a connected community of learning.