When: October 1, 12.00 to 2.00pm AEST
Presenters: Reva Ramiah (Curtin), Lisa Godinho (UoM), Joanne Castelli (UWA), Angela Ziebell (Deakin), Stephen George-Williams (USYD)
Abstract: Diverse teams more effectively solve problems and are therefore critical for STEM research and innovation. Yet, tertiary STEM cohorts still do not represent our diverse Australian society. Despite targeted efforts providing access for a broader demographic there remains significant participation gaps for students from traditionally marginalised cohorts (students with a disability, gender diverse, or culturally and linguistically diverse students). Providing greater access will not rectify this imbalance if the learning experiences universities offer exclude or limit the success of these students.
The global pandemic has disrupted higher education; with significant impact on student wellbeing and the potential to exacerbate inequities. However, as STEM educators this disruption can be an opportunity to reform our STEM curricula, not just for new delivery modes, but for diverse student cohorts.
Catering for diversity is not a new concept in tertiary education. It has been core to transition pedagogy, which ask that “academics…leverage the curriculum and its delivery…to make equitably explicit the implicit rules and expectations of disciplinary engagement and success.” (Kift, 2015). The educational research is arguably done, but as academics, do we have the capacity to implement equitable and inclusive STEM education?
This workshop will make the implicit explicit as together we discuss, deconstruct, and reconstruct ‘standard’ tertiary STEM classes to give participants practical experience applying the principles of inclusive teaching through curriculum design.
Note: This webinar is part of the ACSME Discipline Day Program. If you have registered for ACSME you do not need to register again.