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Advancing Undergraduate STEM Education: Inclusion and Mentorship - Shared screen with speaker view
Armanda L Lewis
19:43
Agenda: https://docs.google.com/document/d/1rp12luNeapRlv8PYHiXX6iQGT1vfCP9JBgh1YYThEdQ/edit?usp=sharing
Emily Miller (AAU)
52:15
Fear of being wrong
Nicole (she/her/hers)
52:15
They’re shy, or need more time to think of a response.
Allen Mincer (he/him/his)
52:15
Fear of being seen as stupid.
Catherine E Milne
52:15
First language not English
Chandani Patel, PhD (she/her/hers)
52:15
Overwhelmed
Cybele (she/her) sounds like Michelle
52:15
Come from large high schools where speaking up is not as easily supported
Barbara Akum
52:15
not sure about the answer to the question
Mark Siegal [he/him]
52:15
Lack of confidence in answer. It was also a personal question (what are your *emotions*).
Xavier Ochoa
52:15
Shyness
Jim Canary
52:16
Vulnerable
Duncan Smith
52:16
Shyness and its derivatives
Trace Jordan
52:16
Students are anxious about giving the wrong answer.
Wendy Suzuki
52:16
They do not like to speak in this odd situation.
Andy Hamilton (he/him)
52:18
shyness, fear
Noelle Marchetta
52:30
Fear of being first
Kelli-Kapri Tate
52:31
They may feel embarassed
Tarik McMillian
53:02
Afraid to speak up
Viji Sathy | "vidg-ee" | she/her/hers | UNC
54:29
An instructor in a large enrollment chemistry class spontaneously assigns a homework set, due the next day, to fit it in just before the next exam.Carla has two children and is working that night. After work, she has to decide to either get a few hours of sleep or do the homework set. She doesn’t have time in the morning because of the kids’ schedules. She cannot afford the zero in her grade.She feels it is unfair, since many of her classmates are younger without the same responsibilities as her.Carla’s story highlights the difference of privilege with time.What other ways do university students differ that gives some students more privilege than others?
Viji Sathy | "vidg-ee" | she/her/hers | UNC
54:42
• In your break out group, spend about three minutes answering the question.• Come up with a few ideas together.• Choose a reporter who will write one or two in the chat when we return.
Nicole (she/her/hers)
01:00:09
Cultural differences (of how to engage in class), Family obligations, economic differences
Duncan Smith
01:00:21
Access to appropriate technology and other resources (including space to work)
Emily Miller (AAU)
01:00:44
Commuter; students who work; full-time/part-time students; variation in family support; first language not English; food security; mental bandwidth
Wendy Suzuki
01:00:55
We talked about language issues, boldness and 1st generation issues that can affect your participation in class. And also the idea that your self representation plays a big role in if you speak out in class.
Trace Jordan
01:01:08
One type of privilege is financial resources. Many science textbooks can cost hundreds of dollars and this expense may be beyond reach for some students on a limited budget.
Noelle Marchetta
01:01:08
Family obligations (child care, other dependent care), job obligations.
Mark Siegal [he/him]
01:01:11
group 2: 1) access to reliable internet & comfortable environment; 2) health & wellness (especially including mental health); 3) the social capital that comes with high school background, not being a first-gen student
Viji Sathy | "vidg-ee" | she/her/hers | UNC
01:05:58
Polleverywhere link:http://pollev.com/carolina
Viji Sathy | "vidg-ee" | she/her/hers | UNC
01:19:13
Instructions for scenarios:Each break out group will have a scenario. Brainstorm tips for the professor to bring structure and equity to the class.(5 minutes)The person whose birthplace is the farthest away is the reporter for the group. The reporter will give us a few best tips in 60 seconds.-There are two scenarios:1 & 2.-Each group is assigned a scenario based on your breakout room number.-Once in the room, spend the first minute in silence, reading and thinking.-Identify your reporter. The reporter can log your responses in your scenario google doc (links are posted below).-Find a row in the google doc to make notes on your team’s discussion points.-You will have 5-7 minutes to discuss in your group.
Viji Sathy | "vidg-ee" | she/her/hers | UNC
01:19:34
Link to google docs:Scenario A (Teams 1 – 3):http://bit.ly/inclusified1Scenario B (Teams 4 – 7):http://bit.ly/inclusified2
Joel Ward
01:29:27
Scenario 1: (for in-person) have small group discussion and walk around room, tell student who has right answer that you’ll call on them
Viji Sathy ("vidg-ee" she/her/hers)
01:37:20
Polleverywhere link:http://pollev.com/carolina
Cybele (she/her) sounds like Michelle
01:38:01
Thanks, everyone - have to jump off. DEFINITELY planning on leaving wait time before calling on students :-)
Wendy Suzuki
01:38:10
Thinking about ways to make material understandable (and exciting) to all students in the classroom is something I want to focus on.
Viji Sathy ("vidg-ee" she/her/hers)
01:38:32
Follow us and keep the convo going:https://twitter.com/vijisathyhttps://twitter.com/drmrskellyhoganHandout:http://bit.ly/InclusiveTeachingTips
Catherine E Milne
01:39:42
Thank you!
Emily Miller (AAU)
01:40:20
It was pleasure to be invited and continue to engage with NYU!
Viji Sathy ("vidg-ee" she/her/hers)
01:40:23
Thank you!
Nicole (she/her/hers)
01:40:24
Thank you!