Abstract
Science, technology, engineering, and mathematics (STEM) fields have remained stagnant in increasing diversity. An important factor in increasing diversity is building and supporting diverse cohorts of future STEM professionals in our classrooms. A strong sense of belonging in STEM has been demonstrated to increase persistence of women, underrepresented minorities, and first-generation college students in STEM or the college atmosphere. Therefore, it is important that STEM faculty develop inclusive teaching strategies to increase and support this sense of belonging in STEM for all students. This work evaluates a faculty-developed assignment implemented in Fall 2020 at a liberal arts college on a student’s sense of belonging in STEM. The results demonstrated that this semester-long project increased students’ sense of belonging in STEM. Current literature about any faculty-developed assignments focused on supporting a student’s sense of belonging and awareness of diversity in STEM implemented in chemistry courses is limited. This work represents a new approach grounded in inclusive pedagogy that can be utilized in addition to other institutional and departmental support structures to increase diversity and equity in STEM.
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