Blueprint for Accelerating Change in Social Justice, Equity, Diversity and Inclusion in STEM Curricula

Harris, B.N., P.C. McCarthy, A.M. Wright, H. Schutz, K.S. Boersma, S.L. Shepherd, L.A. Manning, 2020. From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond. Ecology and Evolution 10: 12581–12612. https://doi.org/10.1002/ece3.6915 

Emery, N.C., Bledsoe, E.K., Hasley, A.O. and Eaton, C.D., 2020. Cultivating inclusive instructional and research environments in ecology and evolutionary science. Ecology and Evolution. https://onlinelibrary.wiley.com/doi/full/10.1002/ece3.7062 

Dawson, E. 2018. Reimagining publics and (non) participation: Exploring exclusion from science communication through the experiences of low-income, minority ethnic groups. Public Understanding of Science 27: 772–786. https://doi.org/10.1177/0963662517750072 

Dawson, E. 2014. “Not designed for us”: How science museums and science centers socially exclude low‐income, minority ethnic groups. Science Education 98: 981–1008. https://onlinelibrary.wiley.com/doi/full/10.1002/sce.21133 

Dawson, E. 2014. Equity in informal science education: developing an access and equity framework for science museums and science centres. Studies in Science Education 50: 209–247. https://www.tandfonline.com/doi/full/10.1080/03057267.2014.957558 

This paper uses a large-scale, 10-year, longitudinal, multi-institutional, propensity-score-matched research design to compare the academic performance and persistence in science of students who participated in URE(s) with those of similar students who had no research experience. 

Hernandez, P.R., A. Woodcock, M. Estrada, and P.W. Schultz. 2018. Undergraduate research experiences broaden diversity in the scientific workforce. BioScience 68: 204–211. https://doi.org/10.1093/biosci/bix163