The faculty role

The role of faculty and staff creating welcoming spaces for students and peers is crucial in the development of a sense of belonging that can help individuals to thrive in academic settings. Our team has compiled some resources to support the work on this area. 

Readings

• Ahmad, A. S., Sabat, I., Trump, R., & King, E. (2019). Evidence-Based Strategies for Improving Diversity and Inclusion in Undergraduate Research Labs. Frontiers in psychology, 10, 1305.
• Bell, J., Falk, J., Hughes, R., Hunt, G., Parrish, J., Ruffin, M., ... & Troxel, G. (2016). Informal STEM education: Resources for outreach, engagement and broader impacts. Science Education (CAISE).
• Berhe, A. Avoiding racial bias in letter of reference writing 
• Crutcher, B. (2007). Mentoring Across Cultures. The Education Digest, 73(4), 21-25.
• Gewin, V. (2018). What does it take to make an institution more diverse?. Nature Career Feature.
• Giles, S., Jackson, C., & Stephen, N. (2020). Barriers to fieldwork in undergraduate geoscience degrees. Nature Reviews Earth & Environment, 1(2), 77-78.
• Gill, J. (2016) Ten easy ways you can support diversity in academia. The Contemplative Mammoth Blog. 
• Packard, B. W., & Fortenberry, N. L. (2015). Successful STEM mentoring initiatives for underrepresented students: A research-based guide for faculty and administrators. First edition. Sterling, Virginia: Stylus.
• Prescod-Weinstein, C. (2016). How to make a real commitment to diversity: A Guide for faculty and managers . Medium Blogs.
• Tanner, K.D. (2017). Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity. CBE-Life Sciences Education Vol. 12, No. 3.

Inclusive teaching/learning resources at Stanford

• Building Inclusive Community, Stanford Center for Teaching and Learning
• Building community and trust throughout the quarter, Stanford Center for Teaching and Learning
• Community building activities for agreement and norm-setting, Stanford Center for Teaching and Learning
• Facilitating class community building before the quarter begins, Stanford Center for Teaching and Learning
• Faculty role in responding to the acutely distressed college student, Stanford Center for Teaching and Learning
• Fostering Growth Mindsets in the College STEM Classroom, Stanford Center for Teaching and Learning
• Gender Diversity in the Classroom, Stanford Center for Teaching and Learning
• Hume Center as Support for ELLs, Stanford Teaching and Writing
• Informal trust-building in an online environment, Stanford Center for Teaching and Learning
• Suggested norms for online classes, Stanford Center for Teaching and Learning

The Art of Mentoring

• Atkins, K., Dougan, B. M., Dromgold-Sermen, M. S., Potter, H., Sathy, V., & Panter, A. T. (2020). “Looking at Myself in the Future”: how mentoring shapes scientific identity for STEM students from underrepresented groups.International Journal of STEM Education, 7(1), 1-15.
• Hund, A. K., Churchill, A. C., Faist, A. M., Havrilla, C. A., Love Stowell, S. M., McCreery, H. F., ... & Scordato, E. S. (2018). Transforming mentorship in STEM by training scientists to be better leaders. Ecology and evolution, 8(20), 9962-9974.
• Kricorian, K., Seu, M., Lopez, D., Ureta, E., & Equils, O. (2020). Factors influencing participation of underrepresented students in STEM fields: matched mentors and mindsets. International Journal of STEM Education, 7, 1-9.
• McCoy, D. L., Luedke, C. L., & Winkle-Wagner, R. (2017). Encouraged or weeded out: Perspectives of students of color in the STEM disciplines on faculty interactions. Journal of College Student Development, 58(5), 657-673.
• Mullen, C. A., & Klimaitis, C. C. (2021). Defining mentoring: a literature review of issues, types, and applications. Annals of the New York Academy of Sciences, 1483(1), 19-35.

Other resources

• Academic Secret Menu 1
• FLI Scientists 
• The hidden curriculum in doctoral education blog
• Culturally responsive pedagogy: Resources related to culturally responsive pedagogy for instruction of geology and paleontology, compiled and maintained by Dr. C. Visaggi.
• GEO REU Resource Center: A site that offers resources for principal investigators and site managers on essentials of running a NSF-funded REU.

Practical Recommendations

• Anadu, J., Ali, H., & Jackson, C. (2020). Ten steps to protect BIPOC scholars in the field. Eos, 101.
• Chaudhary, V. B., & Berhe, A. A. (2020). Ten simple rules for building an antiracist lab. PLoS Computational Biology.
• Cooperdock, E. H., Chen, C. Y., Guevara, V. E., & Metcalf, J. R. (2021). Counteracting systemic bias in the lab, field, and classroom. AGU Advances, 2(1), e2020AV000353.
• Duncombe, J. (2021). Seven Ways PIs Can Counteract Systemic Bias Right Now. Eos-AGU.

• Avoiding Bias in Recommendation Letters, Georgetown University.