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/discrimination curriculum, targeting participants in Research Experiences for Undergraduates (REU) and field camps, is underway. The curriculum is designed to be engaging and educative for undergraduate students, who may have little formal training in the terminology and concepts surrounding such topics, are likely to be unaware of the program’s policies and procedures regarding harassment, discrimination, and fraternization, and are unlikely to know how to respond if they were to witness an incident of discrimination or harassment.
The curriculum begins by establishing group agreements for discussing sensitive topics and creating a safe space for discussions. Next, the topic is introduced by exploring data from relevant research (and an anonymous classroom poll) to illustrate that discrimination and harassment are not just theoretical things. Next, participants engage with the content through a game of Pictionary using key concepts and terminology. Following the game, participants work in small groups to define these concepts and reflect on how they could relate to harassment, discrimination and fraternization. Through whole group discussions, small group ideas are refined and clarified. Participants then read and apply the program’s policies that deal with harassment, discrimination and fraternization to mini-vignettes and guiding questions. This section is wrapped up with staff describing procedures for reporting incidents, outlining program’s investigation procedures, and possible disciplinary outcomes.
In the second half of the curriculum, students are asked to reflect on their learning while considering why an inclusive culture that is resistant to harassment and discrimination matters. Building from the mini-vignettes, students are also asked to identify what their personal role is in its development, and consider why it is not uncommon for people to be hesitant to intervene in such situations. Participants next learn intervention strategies that could be used to support someone who’s being harassed or discriminated against, to emphasize that harassment is not okay, and demonstrate everyone has the power to make their community safer (Five D’s developed by Hollaback). Participants then apply this learning through facilitated discussion of a video clip from Intervene©.
Audience: Undergraduate students participating in a science, technology, engineering, or math summer research opportunities, or participating in short duration field campaigns such as geoscience field camps, etc.
Total Time = ~120 minutes
Following instruction, participants will be able to:
Use and Feedback Encouraged! This curriculum is intended to be a community resource. Therefore feedback, input, and the development of new supplimental modules from others are strongly encouraged! To coordinate versions, please send contributions and feedback to Michael Hubenthal at email@example.com and we'd love to add you to the contributor list!
Michael Hubenthal - IRIS Consortium
Daphne Ladue - University of Oklahoma
Martin Snow - University of Colorado, Boulder