Course enrollment is limited, since class time will be largely discussion based. I expect a dynamic and interactive environment during which we will discuss and reflect on the reading assignments. We will complete written reflections on our readings before each class and brief essays about our discussions at the end of each week. I will also ask each participant to summarize a few initial reactions in a blue book after each class. Each student will lead a discussion once during the semester and write a brief essay about their experience. The final project will be done in small teams: projects may involve further research into topics covered in class, exploring additional topics not discussed in class, the development of handouts that summarize inclusive advising and teaching strategies and plans for distributing these, or engaging in advocacy activities: the expected outcomes of the final project include an initial proposal on which teams will receive feedback from the entire class, a written final report (possibly with additional materials developed as part of the project), and a final poster presentation.
This course is mandatory S/NC. The assessment is broken down into the following components:
20% Pre-class reading reflections
20% Class participation
20% Post-discussion summary reflections
10% Discussion-leader preparedness
30% Small-group final project
The grade for the final project is broken down into the final written report (20%) and a presentation (10%). More details about the different components can be found below.
Prior to each class, I will provide a brief list of questions that will guide you through the reading and allow you to structure your reading better. Some of the questions will focus on the content of the materials, others will ask you to think critically about the assumptions and methodologies used in the papers. I will also ask you to respond prior to class with an essay in which you (i) define some of the concepts and terms encountered in the reading (e.g., what is scientific objectivity, stereotype threat, …), (ii) reflect on the guiding questions I posed, and (iii) formulate additional questions that you would like to discuss and focus on during class.
We will use the class meetings to discuss the materials we read. I will ask one or two of you to help plan the guiding questions that we will use to structure the meeting and to facilitate the discussion. At the end of each class, we will spend 2-5 minutes on writing down brief impressions of our discussions in our blue books that I will collect and read.
In spring 2017, some students felt that the course did not achieve the goal of them becoming “critical reader[s] of literature on race and gender in the scientific community”. To work more on these skills, I added questions to the reading and summary reflections that specifically ask you to assess the validity of methodologies and conclusions of the readings. In addition, I will allocate time to address these questions during the in-class discussions.
At the end of each week, you will write a post-discussion essay in which you reflect on your reading and the in-class discussions. I will ask you to provide a concise response to the questions that guided us through the discussion and to reflect critically on the reading materials (including questioning the methodologies used and assessing the validity of the conclusions drawn in the research papers). I will also ask you to reflect on your own learning and class participation, for instance by asking you to address the following questions:
Have I gained a better or different understanding of the topic through the reading and discussion?
Have I broadened my thinking or generated new thoughts or ideas not previously formulated?
Have I helped my peers clarify their thinking and in doing so clarified my own thinking?
Goals: The goal of the final project is to engage closely with a topic related to the class material, for instance by exploring topics in more depth, pursuing outreach activities to campus communities on STEM-related issues, advocating for specific changes in STEM advising or courses at Brown based on our readings and discussions, or develop fact sheets for faculty or students.
Project essay: The aim of the project essay is to provide a record of your work on the topic you selected. The essay should be 5-10 pages (single spaced) and explain the goal of your project and the rationale behind it, present in detail your main findings and outcomes, and provide a thorough discussion of the work that led to your main findings or outcomes. The essay can be accompanied by additional materials (eg if you worked on fact sheets, videos, or specific recommendations) if they are part of your outcomes.
Project presentation: The aim of the final presentations is to communicate your main findings and outcomes to others in the class and across Brown. The final product for your presentation could be a poster that outlines your main conclusions and outcomes and summarizes the rationale behind them, or a video or art object with a description of the work you did.
Grading: I will use a rubric that reflects the aims of essay and presentation, namely, the validity of methodologies, clarity and accuracy of conclusions drawn, and effectiveness of your presentation top communicate your main findings.
I will use the following minimum cut-offs:
90-100% or higher is guaranteed an A
80-89% or higher is guaranteed a B
65% or higher is guaranteed a C.
For students taking this course S/NC, a minimum grade of 65% is required to guarantee a grade of S.
Although specific out-of-class time investments may vary for individual students, I estimate that students will spend
39 hours – Class time
78 hours – Reading for class (6hr/week)
26 hours – Written reflections (2hr/week)
2 hours – Discussion leader
35 hours – Final project
during the semester for a total of approximately 180 hours.
All readings will be made available as free PDFs or URL links to participants via a shared folder and/or Canvas.
If your Brown undergraduate financial aid package includes the Book/Course Material Support Pilot Program (BCMS), concerns or questions about the cost of books and course materials for this or any other Brown course (including RISD courses via cross-registration) can be addressed to bcms@brown.edu. For all other concerns related to non-tuition course-related expenses, whether or not your Brown undergraduate financial aid package includes BCMS, please visit the Academic Emergency Fund in E-GAP (within the umbrella of "E-Gap Funds" in UFunds) to determine options for financing these costs, while ensuring your privacy.