FIRST RATE curricular innovation initiatives: 

1) a significant redesign of gateways physics courses via a collaboration of physics faculty members that created new studio style introductory courses (PHY125, 225, and 235) that infuse inclusive and interactive engagement teaching practices, integrate lecture and laboratory, and emphasize how basic mathematics and physical principles are directly relevant to everyday life including applications to the life sciences.  

2) support for individual STEM faculty members to infuse inclusive pedagogies throughout all levels and disciplines of Davidson’s STEM curriculum by providing time (course release), community (FIRST RATE cohort), and assistance (FIRST Analyst; professional development fund) for each of Davidson’s permanent STEM faculty members to expand their knowledge of diversity, inclusivity, equity, and social justice to implement specific interventions, strategies, and/or topics in new and existing STEM courses sustainable and lasting ways.

2023-24 FIRST RATE Cohort:
Dr. Tim Chartier (MAT/CSC) will improve an existing upper-level course, MAT/CSC 235: Differential Equations by expanding content beyond applications in the textbook, exploring connections between applications of interest and differential equations as tools of mathematical modeling, and developing assignments that encourage creativity and actively welcome differences in knowledge retention for those identified as creatives.

Dr. Anthony Kuchera (PHY) will improve an existing upper-level lab course, PHY 310: Electronics and Instrumentation.   This laboratory-intensive course will be redesigned to address existing structural challenges that have not appropriately considered differential student experiences regarding belonging, performance, prior experiences, and time investment. Pro-social topics will be intentionally incorporated into the course material as well as attention to enhancing student self-efficacy and success.

Dr. Catherine Nemitz (MAT/CSC) will improve an existing upper-level programming course, CSC 221: Data structures to address inequities in traditional grading practices that often discourage some students from persisting in the major.  This restructuring of assignments, pair programming, and assessments is intended to bolster student confidence in programming and problem-solving skills by creating welcoming and supportive learning environments in an important foundational course where department data show imposter phenomena and limited confidence negatively influence student experiences.

Dr. Sophia Sarafova (BIO) will improve an existing gateway lab course BIO 111/113: Introductory Biology.   The course will feature redesigned assignments and testing strategies with the aim of reducing student anxiety and creating more welcoming environments for learners who bring a broad diversity of skills and experiences.  In addition, the course will enhance structure and feedback for students, intentionally foster growth mindsets, and improve communication to emphasize learning and skill acquisition.

Dr. Scott Villa (BIO) will improve an existing upper-level lab course, BIO 223: Animal Behavior by addressing the overrepresentation of Anglo-European, cis-male views of animal behavior as well as culturist, sexist, and elitist language describing behavioral phenomena.  The redesigned course will attempt to shift classroom culture norms by restructuring language, introducing broad ranges of animal behaviors, highlighting diverse researchers, and expanding inclusive presentation strategies.

Dr. Bryce Wiedenbeck (MAT/CSC) will develop a new course, CSC2##: Socially Responsible Mechanism Design.  This new JEC course will consider how computational mechanisms can influence behavior and incentives.  Students will use tools from game theory and social choice to critique and develop better understandings of how theoretical modeling can aligns with topics of social justice.

Dr. Carl Yerger (MAT/CSC) will improve an existing upper-level course, MAT 341: Mathematical Statistics.  The revised course will be marketed make it more welcoming to students from disciplines beyond mathematics.   The problems, applications, and examples used throughout will shift away from traditional business, engineering, politics, and science topics toward topics of social justice.  New course material and supplemental information will emphasize using statistical tools to understand and address challenges of diversity, equity, and inclusion.

2022-23 FIRST RATE Cohort:
Dr. Mark Barsoum (BIO) developed a new upper-level course. BIO 262: Antiracist Physiology and Medicine.  This JEC course considers historical and contemporary racist practices in healthcare and biomedical research.  Students work to dispel myths of biological race and its many insidious consequences, including learning biological and physiology truths as a counterforce to currently held misconceptions that lead to racist medical practices and inequities in health, healthcare, and medical treatment.

Dr. Hanna Key (CHE) reconceptualized an existing upper-level lab course, CHE 250: Organic Chemistry course by developing a homework system that uses shorter and more frequent problem sets that incorporate daily life examples of organic chemistry concepts.  Students also participated in a series of discussions that aim to promote academic success and enhance a sense of belonging.

Dr. Kristen Thompson (PHY) improved an existing non-majors lab course, PHY 106: Introductory Astronomy.   This popular general education course fosters student belonging by exploring astronomy as a human endeavor that has been long been practiced by all peoples, civilizations, and cultures.  Course content shifts intentionally away from exclusively western and scientific views to expand to include perspectives from non-western cultures, indigenous communities, and underserved populations.

Dr. Bryan Thurtle-Schmidt (BIO) redesigned an existing upper-level lab course, BIO 303: Biochemistry.  He eliminated textbook expenses for students by incorporating primary literature readings as the foundation for learning important biochemical concepts and understanding how scientific knowledge is communicated.  Selected papers are authored by counterstereotypical scientists from groups historically excluded from STEM and class time includes learning about the scientists and their important discoveries.

Dr. John Yukich (PHY) improved an existing upper-level course PHY 201: Mathematical Methods for Scientists.  This important course develops mathematical skills that students need to pursue upper-division courses in physics as well as other natural sciences.  The reimagined curriculum and structure incorporate real world applications of mathematical methods that tackle scientific problems in physics, engineering, medicine, chemistry, and the life sciences for students who come to the course with a broad range of prior mathematical experiences and confidence levels.

2021-22 FIRST RATE Cohort:
Dr. Mario Belloni (PHY) developed a new JEC course, Physics 101: Removing the Barriers to Inclusivity in Physics and Astronomy.  PHY101 examines historical and current barriers to diversity, equity, and inclusivity in physics and astronomy that exclude individuals on intersecting domains of identity (race, gender, sexuality, socioeconomic status, physical ability, etc.).  Physics and astronomy education research form the course’s foundation and students will contribute their experiences to analyze techniques that can mitigate inequities and implement evidence-based strategies.

Dr. Dan Boye (PHY) reimagined Music: Sound with Impact (PHY116) which satisfies the NSMRQ Ways of Knowing requirement.  Beyond developing a scientific appreciation of world music, this interdisciplinary course emphasizes creative growth through maker projects and outside-the-lab/in-the-field exercises.

Dr. Rachid El Bejjani (BIO) created a new course, BIO252: “C. elegans Models of Neurobiology and Genetics Research.”  The course prioritized first-year students, sophomores, students without prior research experience, and students from marginalized identities.  Articles, news, discussions, and lab projects using C. elegans to investigate questions in neurobiology and cell biology using genetic methodologies, imaging, and molecular biology techniques encourage and empower students to generate new scientific knowledge.

Dr. Karen Hales (BIO) developed a new JEC course entitled BIO 269 Genetics, Disability, and Gender Identities where students will develop a foundation in the genetic and environmental complexities of human traits that will enable critical analysis of sociopolitical claims regarding these topics.

Dr. Laurie Heyer (MAT/CSC) developed a new course, MAT 101: Mathematics for Human Flourishing, highlighting beauty and wonder within mathematics.  The course introduces students to mathematics in ways that integrate basic human desires, level playing fields, and creates a new narrative of mathematics for students who may have prior negative experiences.

Dr. Tabitha Peck (MAT/CSC) redesigned Data Visualization (CSC362) to satisfy the Justice, Equality, and Community (JEC) graduation requirement by developing assignments that empower students to connect data visualization skills to real-world issues of justice, equality, and community.  Additionally, class activities incorporate inclusive pedagogical practices to promote community, discussion, and understanding.

Dr. Debbie Thurtle-Schmidt (BIO) redesigned Genomics (BIO309) to satisfy the Justice, Equality, and Community (JEC) graduation requirement.  Students examine genomic and proteomic primary literature and data to investigate basic scientific questions and how these technologies, research, and findings intersect with social and ethical issues. The course emphasizes the relevance of these research fields and discuss important considerations for the use and misuse of genomic data, particularly with regard for marginalized groups and individuals.

Dr. Susana Wadgymar (BIO) promoted inclusion, engagement, and support for students in Biostatistics for Life Scientists (BIO240) by incorporating data sets and examples that reflect diverse backgrounds and perspectives.  In addition, updated tutor materials help students develop analytical skills and expand statistical knowledge along with case studies that examine issues relevant to society and the environment.

Dr. Yan Zhuang (MAT/CSC) redesigned MAT 112: Calculus I and Modeling with the goal of both flipping and implementing a semester-long project.  The course promotes growth mindsets, feelings of agency, and confidence for students who do not typically see themselves in mathematics.

2020-21 FIRST RATE Cohort:
Dr. Mitch Anstey (CHE) promoted diversity, community, and breaking down stereotype threats within CHE 115: Principles of Chemistry.  Through group work, free resources, and intentional affirmations, Dr. Anstey builds a community of students investigating the world of chemistry together.

Drs. Karen Bernd (BIO) and Cindy Hauser (CHE) developed a course, Case Studies in Environmental Health Disparities, as a new Natural Science & Math JEC course.  The course explores biological and chemical aspects of environmental health issues that disproportionally affect marginalized populations.  It uses active learning to create an inclusive and social justice-focused learning environment in STEM.

Dr. Michelle Kuchera (PHY) improved PHY 320: Modern Physics.  An essential gateway upper-level physics course, Modern Physics was remodeled to increase active learning elements, highlight underrepresented physicists, and showcase current innovations by highlighting how scientific discovery, culture, and political climate interact in today’s world.

Dr. Jeff Myers (CHE) integrated active learning and group work into CHE 230/BIO 303: Fundamentals of Biochemistry and CHE 330: Experimental Biochemistry.  By considering cultural diversity and gender in classroom small group dynamics, Dr. Myers promoted feelings of belongingness, community, and respect for other backgrounds.

Dr. Raghu Ramanujan (MAT/CSC) fostered a greater sense of student self-efficacy and persistence in CSC 121: Programming and Problem-Solving.  The course was redesigned to incorporate standards-based assessment and asynchronous instruction to be more welcoming to students with limited computer science backgrounds and to increase the presence of underrepresented students and women in upper-level CSC classes and in the CSC major.

Dr. Heather Smith (MAT/CSC) restructured MAT 111: Calculus I to enhance student interaction with new material in low stakes environments to foster inclusive environments in which stereotype threats and other barriers to learning are reduced or removed.

Dr. Dave Wessner (BIO) incorporated additional elements of inclusivity, diversity, and social justice into three courses: BIO 111: Molecules, Genes, and Cell, BIO 202: Microbiology, and BIO 360: Biology of HIV/AIDS.  BIO 360 was the first Natural Science and Math JEC course and the other courses contain elements of inclusivity and social justice on which Dr. Wessner will build by implementing social justice content and integrating inclusivity into learning outcomes and assessments.

2019-20 FIRST RATE Cohort:
Dr. Tim Gfroerer (PHY) developed a new non-majors lab course titled Energy, the Environment, and Engineering Design (En3D).  En3D introduces engineering design through a focus on energy and the environment.  Classes meet in a combined discussion/laboratory setting where students will work in teams to create computer-controlled models of energy-efficient buildings.

Dr. Kevin Smith (BIO) developed a new research-intensive, group investigation course with the working title of Data Science in Biology.  This course introduces students who have no college exposure to biological data analysis to the basic principles of data analysis as applied in the biological sciences.  Students work with Excel and the R programming language to gain skills in data importing, cleaning, and manipulation, data visualization, and foundational statistical principles.

Dr. Erland Stevens (CHE) brought a greater sense of belonging, community, inclusivity, and equity into his organic chemistry classes (CHE 250/350) to represent a healthy and welcoming learning environment for all interested students.  He significantly revised instructional videos and classroom exercises so that both courses are fully flipped.