The CEL hosted a watch party for the AAAS-IUSE workshop "Inclusive STEM Environments Inside and Outside the Classroom" on Wednesday, March 30th. Dr. Erin Kraal was our facilitator, leading discussions during and after the workshop, sharing ideas, and asking questions.
Inclusive STEM Environments Inside and Outside the Classroom
March 30, 2022, 2:00 PM-3:30 PM
How can we provide inclusive spaces for students typically underrepresented in STEM? In this workshop hosted by the AAAS-IUSE Initiative, speakers share two different approaches to creating inclusive spaces inside and outside of STEM classrooms. First, Dr. Mark Griep shows us how to apply an ethnoscience approach to introductory STEM courses by describing his team’s partnership with two tribal colleges and their work indigenizing chemistry laboratories. Next, Dr. Annie M. Wofford discusses the role of student organizations for supporting women in engineering and how faculty can create spaces and policies to reflect asset-based environments women thrive in.
Dr. Mark Griep joined the Chemistry Department at the University of Nebraska-Lincoln in 1990 and is now a Full Professor. His bench research concerns the enzymes that copy the lagging strand during DNA replication. His educational research is centered on the discovery of engaging instructional materials and methods and is best known for his chemistry in the movies project.
Dr. Annie M. Wofford (she/her/hers) is a Postdoctoral Scholar in Educational Leadership at Northern Arizona University. Her research primarily interrogates access and equity in STEM higher education, with an emphasis on creating equity-minded processes in pathways to and through STEM graduate education and careers. With over 40 collective peer-reviewed publications and presentations as well as funding from several prominent educational organizations, Dr. Wofford is highly engaged in cutting-edge research and praxis for equity and justice in STEM higher education. Dr. Wofford uses critical quantitative and qualitative methods to inform changes to institutional policies and practices in STEM higher education, particularly as such changes can dismantle the exclusionary norms perpetuated in STEM disciplinary cultures and training. She earned her Ph.D. in Higher Education and Organizational Change at the University of California, Los Angeles, M.A. in Higher Education Administration from the University of Missouri-Kansas City, and she has worked as a practitioner in graduate school admissions.