Building Inclusive STEM Curriculum: A Practical Approach for Open and Online Education

The call for an inclusive STEM curriculum in open and online education is growing, but translating theory into actionable steps for practitioners remains a challenge. This workshop will address this issue by offering an approach developed at the Open University and evaluated within its STEM faculty.<br></br> <br></br> The session will cover the following:<br></br> <br></br> <b> - Navigating the Landscape:</b> We will begin with a discussion on diversity and inclusion in STEM education, exploring the various barriers and enablers institutions might encounter.<br></br> <b> - A Case Study:</b> The OU STEM Inclusive Curriculum Project: We will present our faculty's approach, utilising an institutional checklist to enhance inclusion. The project's effectiveness was evaluated critically using qualitative data from interviews and reflective journals.<br></br> <b> - Learning From Our Model:</b> This workshop will foster discussion on diverse methods for embedding inclusion in different institutional contexts within STEM disciplines. Delegates will be able to share their experiences and explore strategies for overcoming discipline-specific barriers.<br></br> <br></br> This interactive session will equip participants with:<br></br> <br></br> <b> - Practical Tools:</b> Attendees will gain insight into framework approaches to the development of inclusive STEM curriculum, applicable to their own online and open educational settings.<br></br> <b> - Critical Reflection:</b> The workshop will encourage participants to assess their own practices and consider alternative approaches to inclusion in STEM.<br></br> <b> - Collaborative Learning:</b> Through discussion and sharing best practices, the session will promote a collaborative environment for advancing inclusion in STEM education.<br></br> <br></br> This workshop will be relevant for educators involved in open and online STEM education seeking practical strategies to build inclusive learning pathways for a diverse student body.<br></br> <br></br> REFERENCES (OPTIONAL)<br></br> Bhambra, G.K., Gebrial, D. and Nisancloglu, K. (2018). Decolonising the University. Pluto Press.<br></br> <br></br> Chesky, N. Z., & Wolfmeyer, M. R. (2015). Philosophy of STEM Education. Palgrave Macmillan US. https://doi.org/10.1057/9781137535467<br></br> <br></br> Skopec, M., Fyfe, M., Issa, H., Ippolito, K., Anderson, M., & Harris, M. (2021). Decolonization in a higher education STEMM institution – is ‘epistemic fragility’ a barrier? London Review of Education, 19(1). https://doi.org/10.14324/LRE.19.1.18<br></br> <br></br> Stentiford, L., & Koutsouris, G. (2022). Critically considering the ‘inclusive curriculum’ in higher education. British Journal of Sociology of Education, 43(8), 1250–1272. https://doi.org/10.1080/01425692.2022.2122937<br></br> <br></br> Tompkins, Z., Herman, C., & Ramage, M. (2024). Perspectives of Distance Learning Students on How to Transform Their Computing Curriculum: “Is There Anything to Be Decolonised?” Education Sciences, 14(2), 149. https://doi.org/10.3390/educsci14020149<br></br> <br></br> Veuger, S. J., Butler, D., Wood, P., & Potter, A. (2023). Inclusive Frameworks in Online STEM Teaching and Learning: In J. Keengwe (Ed.), Advances in Educational Technologies and Instructional Design (pp. 28–51). IGI Global. https://doi.org/10.4018/978-1-6684-9072-3.ch002