Inclusivity in Introductory STEM Courses: Mini Zoom Workshops

We are planning three interactive Zoom mini-workshops to help STEM educators improve inclusivity in introductory courses. Each workshop will be facilitated by an expert in the field, and there will be opportunities for active participation. The goal is for participants to leave the workshops with specific ideas of activities and approaches that can be integrated into courses at their home institutions. We are aiming to make it as easy as possible for interested educators to participate. Each workshop requires a time commitment of only 1.5 hours, and participants can sign up for any or all of the workshops (it is not necessary to commit to all three). You can register for any of the workshops at any time up to the day before the workshop.

The workshops have been completed. Scroll down to view recordings of them.

The three workshops are:

  • Workshop #1: Monday, March, 21, 2022, 4 - 5:30 p.m. Eastern Daylight Time
    Prof. Mica Estrada, Institute for Health and Aging, University of California, San Franciso: "Creating Pathways of Kindness and Inclusion in STEM Education"

    Dr. Estrada will talk about how shift to classrooms, training programs and mentorship relationships that provide kindness cues that affirm social inclusion may impact the integration experience for students, faculty, and administrators. She will particularly focus on how these shifts impact people historically excluded because of their ethnicity and race (PEER) in academia and underrepresented among Science, Technology, Engineering and Mathematics (STEM) degree earners and career pathways.

    This workshop has already been completed, but there is a video that you can access - click on the window below. (Note that we have edited out the dead periods during the breakout sessions.)

  • Workshop #2: Tuesday, April 19, 2022, 4 - 5:30 p.m. Eastern Daylight Time
    Prof. Chandralekha Singh, Dept. of Physics and Astronomy, University of Pittsburgh: "Promoting Equity in Science Learning"

    Instructors often only focus on content knowledge and skills to improve student engagement and learning in science courses. However, students’ sense-of-belonging, self-efficacy and mindset can also play an important role in their engagement and success in science. For example, students’ sense of belonging in a science class, their self-efficacy, and views about whether intelligence in science is “fixed” or “malleable” can affect engagement and learning. These types of concerns can especially impact the learning outcomes of marginalized students and stereotype threats can exacerbate these issues. I will discuss prior research studies that show how different types of social psychological interventions (e.g., social belonging and growth mindset) have improved the learning outcomes of all students, and this is especially true for marginalized students in science fields. I will discuss how ecological belonging interventions can be adapted and implemented in science classes to make them more equitable and inclusive. These types of interventions are short even though they have the potential to impact student outcomes significantly—especially for marginalized students in science classes.

    This workshop has already been completed, but there is a video that you can access - click on the window below. (Note that we have edited out the dead periods during the breakout sessions.)

  • Workshop #3: Wednesday, May 11, 4 - 5:30 p.m. Eastern Daylight Time
    Prof. Terrell Morton, College of Education and Human Development, University of Missouri: "Whiteness and Structural Racism in Introductory STEM courses"

    In this session, participants will have the opportunity to engage in critical conversations around what constitutes both “whiteness” and structural racism, and how they manifest within introductory STEM courses. By “seeing” the presence of whiteness and structural racism within STEM and how it negatively influences students’ engagement, conversations will shift towards tangible actions and strategies faculty can implement to mitigate and potentially redress these phenomena.

For questions, contact Tom Solomon (

These mini-workshops are sponsored by FLAMEnet and by Research Corporation through the Cottrell Scholar Collaborative program.