Scientist Spotlights: Online assignments to promote inclusion in Ecology and Evolution

Abstract

Scientific disciplines face large diversity challenges, with the fields of ecology and evolution being among the most homogeneous-specifically with respect to race and ethnicity. These problems have been recently compounded by large-scale racial unrest, highlighting some of the underlying disparities that have led to these diversity challenges, and a global pandemic, which, by moving instruction online, has created new challenges for inclusive teaching. Among the inclusive-teaching techniques that can be implemented during remote instruction are Scientist Spotlights-role-model interventions that use available online materials to highlight the work of scientists representing multiple axes of diversity. We report here on the implementation of Scientist Spotlights in two courses, both of which emphasize ecology and evolution. We conclude with sample resources and suggestions for adopters.

Keywords: Scientist Spotlights; ecology; evolution; inclusive teaching; role models.

FIGURE 1

The number of scientists students relate to before and after Scientist Spotlights in Biology 1003 (n = 214)

FIGURE 2

The number of scientists students relate to before and after Scientist Spotlights in Biology 2012 (n = 62)

FIGURE 3

The change in the number of scientists students relate to following the Scientist Spotlights in Biology 1003 (n = 214)

FIGURE 4

The change in the number of scientists students relate to following the Scientist Spotlights in Biology 2012 (n = 62)

FIGURE 5

Sample student comments, in response to the open‐ended survey question asking for elaboration on their relatability choices (i.e., which scientists the students found to be most relatable). Available (albeit limited) specifics about each respondent are given in parentheses. FGEN = first‐generation college student (neither parent attended college): CGEN = continuing‐generation college student (one or more parent attended college)