Harnessing Data for Inclusive Ecology Education: Building Programs to Move the Discipline Toward Systemic Change

摘要

Over the years, universities and academic societies have developed intervention programs to counter the underrepresentation of students from communities historically and presently marginalized in science (Estrada et al., 2016, Callahan et al. 2017, Ahern-Dodson et al. 2020). Despite these efforts, the exclusion of marginalized communities, including Black, Indigenous, and People of Color (BIPOC), remains all too common in science, technology, engineering, and math (STEM) disciplines (National Science Foundation 2019, Miriti 2020, Segarra et al. 2020, Tseng et al. 2020). Indeed, the emergence of grassroots movements and social media campaigns, such as Black Birders Week, #ShutDownSTEM, #ShutDownAcademia, and #BlackInTheIvory, has underscored how much work remains to be done before academia is truly inclusive (Baldwin et al. 2020, Crane and Liverpool 2020, Thompson 2020). During the 2020 Ecological Society of America (ESA) Annual Meeting symposium on “Harnessing Data for Inclusive Ecology Education using Learning Analytics, Resource Access, Psychosocial Metrics and Collective Impact,” presenters described a number of educational programs, paying particular attention to how data from these programs can support educators in increasing inclusion in undergraduate ecology education.