There are many external forces that can influence students’ academic experiences. The students in my classroom and lab will face challenges as a result of their race, gender, sexual orientation, religion, origin, disability, and socioeconomic status, as well as unique experiences that come from the intersection of multiple identities. They are facing barriers to their success as part of an academic culture that was not initially created with them in mind and will contend with discrimination in many forms. Education is a critical component of creating equity and as a teacher, I am responsible for creating an inclusive classroom and research culture where all students are safe, welcome, and appropriately challenged to develop as individuals and scientists.
I grew up in a rural area in North Carolina with a relatively limited exposure to science or cultural diversity. As I reflect on the years of education I have received, I am so grateful to have learned from the students and professors around me. My professors at Meredith College, where I earned my B.S. in chemistry, were some of the first examples of scientists that I met. Through their mentorship and encouragement, I began to see a future for myself in science. A specific instance that really impacted me was when I received the grade on my first college calculus quiz. The grade was lower than I had hoped for and I probably would have had a negative perception of my performance if not for the hand-written question “Have you considered a STEM major or minor?” across the top of the first page by my professor. The knowledge that she believed that I could be a successful STEM major propelled me through that first semester. The inclusive environment, the experiences I had studying abroad, and the rich interactions I had with fellow students from different backgrounds demonstrated the importance of creating diverse scientific communities and gave me a personal sense of belonging.
As a professor, I have the responsibility to provide a safe and inclusive classroom for my students. As I have learned more about equity in higher education and become a professor myself, I now recognize that my wonderful undergraduate experience did not happen by chance, but because of the priorities my professors and the institution had established. Creating an inclusive culture requires intentional decision making in all roles held by faculty members. When I make decisions that relate to my teaching, research, or service, I ask myself, “who will be left out if I take this approach?”1 I hope to meet this goal in the design of the curriculum and syllabus of my courses by provide structure and clear expectations. Studies have indicated that providing structure is beneficial for students who need it, but does not harm the students who do not.1,2 My goal is to provide instruction in a range of forms to address students’ unique needs.
Like my professors were for me, I could be one of the first scientists my students ever meet. Their experience with the culture of my future research group will set the tone for how they work as team members in their future careers. All my past experiences have shown me that great ideas can come from anyone and anywhere. I believe that diversity in all its forms is an asset in the classroom and research environment. As a faculty member at UTC, I strive to be a positive influence on this culture by participating and leading in diversity and inclusion efforts.
References
(1) How to Make Your Teaching More Inclusive https://www.chronicle.com/article/how-to-make-your-teaching-more-inclusive/?cid=gen_sign_in (accessed Aug 16, 2020).
(2) Eddy, S. L.; Hogan, K. A. Getting Under the Hood: How and for Whom Does Increasing Course Structure Work? CBE—Life Sci. Educ. 2014, 13 (3), 453–468. https://doi.org/10.1187/cbe.14-03-0050.