This is a curated list of reading materials by Dr. Felicia Mensah that can help foster interpersonal growth and development as a teacher looking to engage in advocacy and activism for racially minoritzed students. 

The Syllabus Review Guide is comprised of six parts that provide the conceptual knowledge and practical know-how to conduct equity-minded self-reflection on an essential document in academic life: the syllabus. Throughout the Guide are examples that illustrate the ideas motivating syllabus review, as well opportunities to practice inquiry and to reflect on how to change your syllabi—and your teaching more generally—so are more equity-minded.

Drs. Nate Emery, Drew Hasley, and Ellen Bledsoe presented and led a conversation on their recent publication: Cultivating inclusive instructional and research environments in ecology and evolutionary science. Specifically, they focused on the following:

• The motivation for and development of the publication
• Overarching themes of: Empathy, Flexibility, and Growth Mindset
• Inclusive teaching practices (e.g. group learning, names/pronouns, syllabi and norms, and increased representation)
• Inclusive lab culture (e.g. recruitment practices, interpersonal interactions, and cultural norms)
• Inclusive fieldwork (e.g. advance prep, code of conduct, cost barriers, and accessibility)

Recorded on February 4, 2021. 

The Academic Data Science Alliance, an EDSIN network contributor, joined us to present on the work of ADSA's Ethics Working Group. They have been re-imagining the Data Science Lifecycle to incorporate ethical considerations into each stage of the data science workflow. Presentation was recorded on April 1, 2021. 

Contains a few examples from web search

I need to organize into subfolders

Professor Asmeret Berhe at the University of California, Merced, 

Professor Berhe works at the intersection of soil, climate change, and political ecology.  

Dr. Berhe is an advocate for women in science and renowned in addressing racism in the field of earth science, geoscience, and soil science, etc. Here are a few examples of her advocacy and global impact work: Race and Racism in Soil Science, Women in Soil Science, and Ten Simple Rules to build an antiracist lab. Dr. Berhe received multiple prestigious awards and honors including Joanne Simpson Medal from the American Geophysical Union., 2020; Great Immigrants Award, Carnegie Corporation of New York, 2020; Randolph W. “Bill” and Cecile T. Bromery Award, Geological Society of America, 2019; and New Voices in Science, Engineering, and Medicine, National Academy of Sciences, 2018. Her TED Talk (A climate change solution that is right under our feet) has been viewed over 1.9 million times. 

Contrasts course goals with learning  objectives

Also has good examples

This is a file from a site previously mentioned but clearly illusstrates examples

Great short article on tips for writing LO and examples

Abstract: The increased diversity in the student body resulting from massification poses particular challenges to higher education. This article engages the uncritical use of the ‘disadvantage’ discourse and its effect on pedagogy. It explores some of the challenges of coping with student diversity, with particular reference to the South African context. Students enter higher education institutions with a variety of educational backgrounds, not all of which are considered to be sufficient preparation for the demands of higher education. The dominant thinking in higher education attempts to understand student difficulty by framing students and their families of origin as lacking some of the academic and cultural resources necessary to succeed in what is presumed to be a fair and open society. This constitutes a deficit thinking model: it focuses on inadequacies of students and aims to ‘fix’ this problem. In the process the impact of structural issues is often ignored or minimised. Employing a deficit mindset to frame student difficulties perpetuates stereotypes, alienates students from higher education and disregards the role of higher education in perpetuating the barriers to student success. In the process, universities replicate the educational stratification of societies. This article suggests that we need to find more suitable responses to diversity in the student body. These require a change in our way of thinking: we need thoughtfully to consider the readiness of higher education institutions to respond to students and to cultivate the will to learn in students. We need to find ways to research the full texture of the student experience and to value the pre-higher education contexts from which students come. In addition, the notion of ‘at risk’ students

Abstract:

The “achievement gap” as a symptom of persistent social inequity has plagued American education and society for decades. The vast chasm in academic achievement has long existed along racial and poverty lines. Children of color and from low-income families have, on average, performed worse on virtually all indicators of academic success: standardized test scores, high school graduation rates, and college matriculation rates. This gap perpetuates the existing inequalities in society. Efforts to close the achievement gap have had little effect. The gap remains and has actually widened. This article argues the gap is symptomatic of the deficit-driven education paradigm. Fixing the traditional paradigm is unlikely to close the gap because the paradigm reinforce and reproduces educational and social inequity by design. To work toward more educational and social equity, we need to adopt a different paradigm of education. The new paradigm should work on cultivating strengths of individual students instead of fixing their deficits.

Descriptions of how to support students through critical transitions in which culture changes (e.g., high school to college, community college to four-year institution). Collection of case studies and perspectives:

https://files.eric.ed.gov/fulltext/ED592380.pdf

A Google Doc I've been assembling with links to research and media for some potential scientist spotlight candidates

This is my assignment using iNaturalist in an intro bio lab class to characterize biodiversity on Campus. Please feel free to adapt and use as you like :) 

I think it's probably posted elsewhere, but here's the bioskills table

This site has relevent materials for teachers and students on many topics.

An example is this link on talking about race...an on demand webinar

https://www.nytimes.com/2021/02/11/learning/on-demand-webinar-talking-about-race-and-racism-in-the-classroom-using-the-new-york-times.html

Guide to having discussions about race

Although aimed at K12...very useful guide

Contains a set of links to guidelines and topics about talking about race