Research
The challenges of the future require all hands on deck. But, Canadian STEM is not benefitting from all experiences, as participation in STEM programs and careers varies along demographic lines. The Canadian Consortium of Science Equity Scholars (CCSES) will improve post-secondary science courses for all students, especially those currently or historically underrepresented in STEM, ensuring that anyone who wants to is able to succeed.
We are currently recruiting Canadian institutions and courses to participate in our research. Please contact us for more information.
Exploring inequities in Canadian post-secondary science education
Only by knowing the current state of the problem can we take steps to improve it. By collecting data about course outcomes and experiences for demographic groups across STEM courses and institutions, we’ll create a comprehensive snapshot of the inequities that currently exist in Canadian universities. Based on these results, further in-depth research in local contexts will illuminate the available levers of change. Future work will implement targeted interventions and track progress toward the goal of inclusivity.
To fully participate in a discipline, a student must feel like they belong. Our measurement tools will evaluate how much students feel like they belong in science and the ways the classroom climate impacts these feelings. Detailed statistical modeling across institutions and science disciplines will identify the aspects of an inclusive classroom that are most effective for creating change, empowering instructors to improve the environment for all students.
Classroom climate and sense of belonging
Instructor support and community
Participating instructors receive a course report that includes aggregated data as well as course-specific details based on survey analysis from their courses. See a sample report here: https://ccses.ca/demoreport/.
The CCSES hosts learning meetings and annual retreats where instructors can learn more about inclusive teaching.