The Ethical Dilemmas in the College Classroom: A Casebook for Inclusive Teaching offers seven fictional cases and accompanying resources to help promote conversations about inclusive practices in a college setting. It is designed for use in workshops, courses and professional development programs, and for colleagues creating or adapting content for an inclusive teaching environment. The cases push participants to reflect on their own potential responses to the dilemmas presented, while considering the ethical implications of these classroom decisions. This approach invites facilitators and participants to challenge their own assumptions, moving past preconceived beliefs toward new and creative solutions for inclusive teaching and learning.
Case Studies in Inclusive Teaching in STEM (2006 PDF)
This case book deals extensively with teaching technique, as most of the scenarios take place in instructional settings. Therefore, this book may particularly interest faculty and graduate students who would like to enhance their teaching by discussing ways to resolve challenging situations. Just as research in the physical sciences increases in depth and sophistication, so can our understanding of teaching practices.Understanding diversity is not a simple project that can be addressed in one hour or one day. Diversity is a complex and evolving aspect of the academic community. The cases in this book are designed not to have “one right answer.”
Addressing Gender Bias in STEM Graduate and Post-graduate Students Using Equity in STEM for All Genders Course (2022, available via Springer)
Implicit gender bias is frequently cited as a contributor to the gender disparity that persists in STEM fields, despite continued efforts toward equity. While many bias interventions are aimed at faculty, scientific trainees (graduate students and post-docs) are a powerful group with the potential to enact future change. A graduate level, synchronous online course entitled, Equity in STEM for all Genders, is presented as a gender bias intervention. Course participants include graduate students, post-doctoral fellows, academic staff, and faculty. The course pairs weekly discussions (synchronous and asynchronous) about gender and gender bias-related topics with experimentally validated video interventions, primary literature, and popular articles. Over three course iterations, we observed increased bias literacy and participant motivation to mitigate gender-related bias within their local STEM contexts. We provide suggestions for making this course more widely available to STEM future faculty.