T-04: Inclusive and Effective STEM Pedagogies

Language is one of the primary means by which knowledge is shared, regardless of teaching style. As such, language accessibility is vital for students studying STEM subjects in a non-native language. Based on five years teaching physics and mathematics in Japan, where English is generally not one’s first language, such students face linguistic barriers that limit their ability to learn effectively. In this talk, I will discuss approaches for reducing the effect of these barriers on student learning. These practices can be implemented regardless of language of instruction, making their consideration in instructional design invaluable in culturally diverse communities.

This presentation introduces a modular teaching framework for undergraduate organic chemistry, centered on the Suzuki reaction. By integrating hands-on laboratory work with sustainability metrics, the approach enhances student engagement while embedding principles of green and sustainable chemistry. Students are empowered to select reaction pathways and assess the environmental impact of their choices, encouraging creativity, critical thinking, and scientific curiosity. This initiative aims to better prepare students to tackle real-world challenges in chemistry through experiential and values-driven learning.

The Canadian Consortium of Science Equity Scholars is committed to improving equity in university science education by examining how students’ perceptions of course climate relate to their emotional experiences and academic outcomes. In Fall 2024, the group conducted a study across multiple introductory Biology and Physics courses to explore these relationships. This presentation will share findings related to class size and cohort effects and outline a Faculty-wide, multi-year initiative aimed at disaggregating data to better understand how students’ sense of belonging shapes their university experience.