Making Science Personal: Inclusivity-Driven Design for General Education Courses

Abstract

General education college astronomy courses offer instructors both a unique audience and a unique challenge. For many students, such a course may be their first time encountering a stand-alone astronomy class, and it is also likely one of the last science courses they will take. Thus, primary course goals often include both imparting knowledge about the Universe and giving students some familiarity with the processes of science. In traditional course environments, students often compartmentalize information into separate “life files” and “course files” rather than integrating information into a coherent framework. The astronomy course created through this project was designed around inclusivity-driven guiding principles that help students engage with course content in ways that are meaningful, relevant, and accessible. Our course bridges the gap between students’ “life files” and “course files,” encourages and respects diverse points of view, and empowers students to connect course content with their personal lives and identities. In this paper, we provide insight into the guiding principles that informed our course design and share research results.

Additional information

Notes on contributors

Christine O’Donnell

Christine O’Donnell ([email protected]) is a postdoctoral researcher with a joint appointment between the Center for Gender Equity in Science and Technology and the School for Earth and Space Exploration at Arizona State University in Phoenix, Arizona.

Edward Prather

Edward Prather is a professor, Department of Astronomy and Astrophysics at the University of Arizona in Tucson, Arizona.

Peter Behroozi

Peter Behroozi is an assistant professor, Department of Astronomy and Astrophysics at the University of Arizona in Tucson, Arizona.