ABSTRACT
This chapter focuses on research-based inclusive teaching practices that can address the "chilly climate" in Science, Technology, Engineering, and Mathematics (STEM) courses. It draws on the products of the Center for the Integration of Research, Teaching and Learning (CIRTL), which provide recommendations to improve the success of underrepresented groups. STEM instructors can expand the pool of students who succeed in the field by improving students’ educational experiences. The CIRTL, a National Science Foundation–funded network of six universities promoting the quality preparation of future STEM faculty, has developed resources to help faculty both support and benefit from classroom diversity. The chapter defines diversity in the broadest terms possible, to include ethnicity, gender, disability, learning style, socioeconomic status, sexual orientation, and other societal categories. Both female students and students of color experience exclusion and disrespect in college courses. When introducing teaching innovations to the classroom, seeking feedback from students is essential.
