“Where do I even start?” Recommendations for faculty diversifying syllabi in ecology, evolution, and the life sciences

Perrin-Stowe, T. I. N., Horner, M., Coon, J. J., Lynch, L. R., de Flamingh, A., Alexander, N. B., Golebie, E., Swartz, T. M., Bader, A. C., & Halsey, S. J. (2023). “Where do I even start?” Recommendations for faculty diversifying syllabi in ecology, evolution, and the life sciences. Ecology and Evolution, 13, e9719. https://doi.org/10.1002/ece3.9719 [open access]

Abstract: Diversifying curricula is of increasing interest in higher education, including in ecology and evolution and allied fields. Yet, many educators may not know where to start. Here we provide a framework for meeting standard curriculum goals while enacting anti-racist and anti-colonial syllabi that is grounded in the development of a sustainable network of educators. In addition to highlighting this professional learning process and sharing the list of resources our group has developed, we provide suggestions to help educators highlight contributions of minoritized groups, explore multiple ways of knowing, and perform critical assessments of foundational views of life and environmental science fields. We further discuss the key classroom dynamics that affect the success of such anti-racist and anti-colonial initiatives. The retention and success of minoritized students in ecology and evolution depends on whether we address injustices in our fields. Our hope is that our fellow educators will use this paper to catalyze their own efforts to diversify their courses.

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