In support of the geoscience community’s attentiveness to developing a more inclusive culture that is resistant to harassment and discrimination, a collaborative effort to develop an anti-harassment curriculum, designed specifically for geoscience Research Experiences for Undergraduates (REU) sites, is underway. The curriculum engages students in the topic by exploring data collected as part of a relevant research project to illustrate that discrimination was not just a theoretical thing. Next, students' prior knowledge on the the topic is assessed through a game of pictionary. Concepts introduced during pictionary are then explored in more depth through group discussion to clarify and refine terminology accepting ideas from all participants but steering final revisions towards generally accepted vocabulary and to distinguish between behavior that is harassing or discriminating and non-harassing or discriminating behavior. Students then reflect on their learning while considering why an inclusive culture that is resistant to harassment and discrimination matters and identifies what their role is in its development. Finally, students apply their learning by either exploring several case studies (short version) or developing their own case studies (long version).
- Describe a work environment that
- consists of mutual respect,
- promotes respectful and congenial relationships, and
- is free from all forms of harassment and discrimination
- Summarize who is responsible for creating the work environment described above
- Distinguish between behavior that is harassing or discriminating and non-harassing or discriminating
- Describe how to report harassment or discrimination to the program, the program’s investigation procedures, and possible disciplinary outcomes
- Plan how they would use the bystander interventions to respond to incidents of discrimination or harassment, including sexual harassment
- Apply the program’s anti-harassment, anti-discrimination, and non-fraternization policy to a series of case studies
Status: This version, 1.0 (May, 2019), is built upon the previous version which was piloted at two GEO-REU sites the summer of 2018. Initial feedback from participants suggest that the curriculum is impactful. For example, “It was good to learn the process of reporting harassment. I have never had a policy likes this explained to me in a place of work and there have been a few instances (in the past) where I wish I had known about a policy.” Version 1.0 features a number of new mini-scenarios which include micro-agressions, a section on bystander intervention, and an updated case-study (video) at the end to put all the learning together. Additional pilots of the version 1.0 curriculum will take place during the summer 2019. To participate, please contact, Michael Hubenthal at firstname.lastname@example.org.
Use and Feedback Encouraged: This curriculum has been developed for use by those who facilitate undergraduate research opportunities, whether through NSF's REU site program, or not. We view the curriculum as a community resource. Thus, we encourage others to use the resource and welcome contributions and feedback! To coordinate versions, please send contributions and feedback to Michael Hubenthal at email@example.com.
Michael Hubenthal - IRIS Consortium
Daphne Ladue - University of Oklahoma
Martin Snow - University of Colorado, Boulder