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Inclusive Classroom Recommendations for STEM Faculty and Instructors:Emphasize the social impact of engineering and computing work.Apply concepts that students are learning in class to community needs, incorporating project-based learning or service learning components into engineering or computing curricula.Apply engineering and computing to real-world problems.Emphasize ethical and social issues when teaching engineering and computing.Encourage a collaborative, rather than competitive, environment in the classroom and in the program.Encourage and assist early contact between students and professionals.Emphasize the wide variety of skills and expertise needed to be a successful engineer.Highlight as early as possible the different facets that make up real engineering and computing applications.Expand examples beyond those that involve stereotypically male applications such as cars or rockets. The NSF-funded Engage project maintains Everyday Examples in Engineering Introduce students to experiences in the field early in undergraduate coursework to allow students to see the differences between textbook problems and the creativity and critical thinking necessary for actual engineering problem solving.DomainsStrategiesGeneral StrategiesTreat each student as an individual, and respect each student. Do your best to be sensitive to terminology, and promote inclusion in student group work.Use both “he” and “she” or “they” during lectures, discussions, and in writing, and encourage your students to do the same“Students”, “Everyone”, “People” or “Folks” can be used to address the group instead of “guys” Try to draw case studies, examples, and anecdotes from a variety of cultural and social contexts.Randomly assign and mix-up groups frequently to discourage cliques. Notice if a student is being left out and facilitate engagement. Emphasize engineering skills and competencies can be learned, and all students will improve with good instruction and effort. Avoid assumptions that engineering or mathematical talent is “innate” or “natural” for some individuals.Monitor your own behavior in responding to students. Do not pick favorites. Seek out and support all students, especially those you may feel less comfortable approaching. Pay attention to how students interact and their comfort level in your classroom.Tactics for Overcoming Stereotypes and BiasesBecome aware of, examine and challenge your own assumptions about students.Become more informed about the history and culture of groups other than your own.Never ask or expect any student to speak for or “represent” their cultural, racial group or gender. Convey the same level of respect, expectations and confidence in the abilities of all your students.Be evenhanded in how you acknowledge students' good work.Recognize that your students come from diverse socioeconomic backgrounds and will have access to different family resources, but do not make assumptions based on race or ethnicity, e.g. don’t assume all Hispanic students speak Spanish, or all students from a particular geography are disadvantaged.Do not make references about attractiveness, dating status or romantic interests of students, e.g. “obviously, all the guys want to be on your team.”Refrain from remarks that make assumptions about your students' families, such as, "Now, when your parents were in college. . ." or "Are you visiting your parents over spring break?"Avoid comments about students' social activities that explicitly or implicitly assume all students are heterosexual.Course Content and MaterialDo not assume that all students will recognize cultural, literary, or historical references familiar to you.If guest lecturers are used, intentionally consider diverse representation.Provide information about campus resources in the syllabus for non-native speakers of English. (The Writing Center, ESL for International Students)Class DiscussionSet expectations from the beginning that you value all comments and will expect all students to contribute. Emphasize the importance of considering different approaches and viewpoints.Use a “round robin” or other approach where everyone is expected to contribute. If one or a small group of students always leads or dominates discussion, consider an individual discussion to let them know you appreciate their contributions and also want to make space for others to contribute.Speak up promptly if a student makes a distasteful remark, even jokingly.Avoid singling out students as spokespersons, or allowing one team member or student to always act as spokesperson.Assignments and ExamsExams and assignments may be individual, but emphasize that all can do well. Be sensitive that not all students learned English as their first language.Suggest that students form study teams that meet outside of class.Reevaluate your pedagogical methods for teaching in a diverse setting.Assign group work and collaborative learning activities.ReferencesAAUW “Solving the Equation” Gross Davis “Tools for Teaching” Chapter 5, Pages 39-46 ................
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