# data[].attributes.body
Add more courses that are geared towards helping students in STEM prepare for their futures. For example, a course that is designated to studying for the MCAT. Students who already pay to go to school here should not have to spend another $1,000 to get more resources when it could be taught at the school.

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This is a topic that is difficult to navigate given the complexities associated with it. The idea of tokenism encompasses a lazy effort from the administration side of things to diversify their faculty or student bodies for the sole purpose of fulfilling check mark. Although the intention might not always be bad, it can be harmful and undermining to the process of diversification to merely include people because of their ethnicity rather than because of their stories and capacities. In order to avoid tokenism it is important to understand the many aspects that diversity encompasses and plan appropriately to successfully bring that change so that everyone benefits from it.

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Effects of the DePauw splash pages on underrepresented groups in STEM

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Effects of the DePauw splash pages on underrepresented groups in STEM

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Examining the effects of the DePauw splash pages on representation in STEM at DePauw and the opinion of underrepresented groups in STEM. For instance, do underrepresented groups in STEM at DePauw feel that the splash pages are an accurate representation of DePauw? Do they think the pages effectively provide representation for potential students? Or do they think that the splash pages are somewhat false advertising? Do they even value the splash pages? (For example, I had never looked at them before this class) So in a sense, do they have any significant impact?

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Look into the ways that the faculty responds to the student opinion surveys. Are they themselves accountable for making change? What incentive do they have to adjust based upon feedback?

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Observing the different identities, I noticed there was a lack of expression of religious affiliation. I believe finding other people who share a similar religious affiliation in STEM can help people find belonging within their major and support for when the rough times inevitably come.

Being a part of a religious group can help with religious holidays, homework, belonging, and support.

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Course focusing on systemic racism within higher education.

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Course focusing on systemic racism within higher education.

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I think that it is important to acknowledge that systemic racism is still prevalent in higher education today, as well as, in the field of STEM. I think this could be a course that implements CRT as a way to acknowledge the racism that persist. This is a course that could be interdisciplinary between sociology, PACS, education studies, and possibly STEM departments if there was to be an extra focus on the systemic racism seen within STEM.

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Some students in STEM fields feel less appreciated than other students in STEM fields because they feel other students' work is "easier" or less competitive.

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Develop a system that streamlines updated information to students about all of the vast resources we have available on campus.

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Develop a system that streamlines updated information to students about all of the vast resources we have available on campus.

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We have several student resources that are under-utilized simply because students are unaware that they exist. For example: The Hubbard Center has sound-proof interview rooms and a closet filled with clean professional clothes available for students to borrow, The Learning Commons has an assortment of tutors for virtually all recurrent courses taught at DePauw, The Center for Diversity and Inclusion has a “safe room” for students that is also equipped with a full bathroom and shower, the Women’s Center offer many opportunities for Green Dot Bystander Prevention Training, Counseling Services kickstarted several new support groups including one for first generation students, injured athletes, communities of color, etc. This method of streamlined communication should also include updated descriptions of all of the staff positions at DePauw that could be used as resources for student safety. For example, Heather Wright and the CARE team are an excellent resource, but many students are still unaware about the CARE team or how to file a CARE report. The DePauw website is also difficult to navigate for students who are searching for specific resources because they are not transparently available nor easy to find.

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Working to establish more housing opportunities that create a sense of belonging for underrepresented groups in STEM. One way that these groups may feel isolated is a result of their living arrangements not providing a sense of belonging.

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The CDI has a great program for implicit biases and learning about them. I think a program like this should be taught to staff and also students leaders in a position of power to go through a workshop like this.

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Mentorship is vital in the student experience so it is important to have faculty that can understand and provide support to students. It truly makes a difference.

Representation in both the student and faculty bodies is key in the process of voicing concerns. If students/faculty have a concern, it can be easy for it to be disregarded because of lack of perspective from faculty or administration, but if there are concerns coming from both sides. It does not mean that it will be validated by administration but at least it can help students feel empowered and not completely ignored. It would be interesting to look at more ways in which DePauw's departments could take this into account by looking at successful examples in other institutions.

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Gender Representation in STEM-related Clubs

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Gender Representation in STEM-related Clubs

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Investigating the gender representation within STEM-related clubs and organizations at DePauw. Explore factors relating to the gender gap, and if there is one, how does this impact the clubs?

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Research the importance of diversity in thought within the science field - how diversity of identity and thought allows the medical field to advance

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Oftentimes, individuals struggle to embrace multiple aspects of their identity simultaneously. I think a program set in place on campus that allows students to embrace their religious identities and STEM identities in unity is something that would allow students to thrive and feel comfortable being who they are and believing what they believe.

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How do underrepresented students view the marketing and advertising of DePauw to prospective students and the internet, and what changes can be implemented to incorporate these opinions into DePauw’s advertising and current image?

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How do underrepresented students view the marketing and advertising of DePauw to prospective students and the internet, and what changes can be implemented to incorporate these opinions into DePauw’s advertising and current image?

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After an analysis of the images on the DePauw website, I am curious to see how underrepresented students view DePauw’s advertising. I hope to learn whether they view the advertising as a false, constructed image that is not reflective of reality on campus. Are all the underrepresented students views the same? I think this would be really fun to explore!

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Researching the pushes and pulls of non-diverse majors with respect to gender identity at DePauw through surveys

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Researching the pushes and pulls of non-diverse majors with respect to gender identity at DePauw through surveys

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What pushes certain demographics towards majors at DePauw, specifically from the data, why is psychology and neuroscience have majority who identify as women and physics have majority who identify as men? What careers are they pursuing with those degrees and did they feel uncomfortable pursuing something else. I am interested in this because the data had those two outliers on the major by gender data in class and I wondered why that was. Could do a sort of survey of those majors and the whys of picking that major as well as what turned them away from other majors.

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DePauw is very good at recruiting students through scholarships and financial accessibility for tuition but falls short in consistently providing that once committed as a student. MCAT resources, required textbook discounts, other mandatory lab equipment etc. are not offered or difficult to find.

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Creating a website with profiles of alumni (who would like to participate) and contact info which can be helpful with finding connections for internships, shadowing, and also advice.

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·  Such as workshops and trainings that happen through the academic year

o   These should be required but not turned into a chore

·      Training can consist of educating faculty/student/staff about implicit bias, racism, and making STEM field more inclusive and diverse

·      Discussion based, not lecture based

·      White people should not be teaching. Non-white people also should be forced to teach.

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DePauw Dialogue had a lot of faults: it placed minorities in a difficult position where they had to relive their trauma in order to educate others, and it gave students who frankly did not care about conversations regarding equity and inclusion an opportunity to have a “day off” from classes. The student body was promised that DePauw Dialogue would not be permanently shut down—just temporarily discontinued until a much-needed revamping was done. However, that was back in late 2020/ early 2021, and it is now 2024. It does not seem like we have made any progress towards the re-activation of a “new and improved” DePauw Dialogue. This project idea involves working with current students, alumni, faculty, and staff to hear what could be done to bring back the presence of DePauw Dialogue on campus in a more effective manner.

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How does Gender Identity correlate with students' engagement levels during collaborative work in DePauw STEM Classrooms/ Laboratories? 

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How does Gender Identity correlate with students' engagement levels during collaborative work in DePauw STEM Classrooms/ Laboratories? 

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Make STEM students aware of the resources provided at DePauw (professor office hours, STEM guide, Q center, etc)

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Make STEM students aware of the resources provided at DePauw (professor office hours, STEM guide, Q center, etc)

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·      Make STEM students aware of the resources provided at DePauw (professor office hours, STEM guide, Q center, etc)

o   Not every class has a STEM guide based on either how the class is structured or the professor’s choice. There are some classes that slip through the cracks, meaning they do not have a STEM guide.

Students should be more aware of their professor’s office hours and also about the Q center tutoring. I do not hear about the Q center or know whether it is specified which classes a tutor has taken and is proficient in. Whereas, STEM guides are students who have taken the class before and can provide useful tips because they have one-on-one meetings with the professors teaching that class.

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Maximizing your chances at getting research opportunities, at DePauw and beyond

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Maximizing your chances at getting research opportunities, at DePauw and beyond

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For a project like this, would try to go beyond simply compiling resources about the opportunities themselves but also how to get them. Hope to include things like guides to cold emailing, how to write essay questions, how to prepare for interviews, how to maintain relationships with mentors, etc.

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How do students view the impact of faculty mindset beliefs on their academic experiences and sense of belonging within the STEM field, specifically in relation to racial/ethnic identity?

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How do students view the impact of faculty mindset beliefs on their academic experiences and sense of belonging within the STEM field, specifically in relation to racial/ethnic identity?

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I have had many peers express how a faculty member’s mindset impacted their academic experience, success, and sense of belonging. I am curious to explore the students’ views on the mindsets they’ve experienced and how it also has shaped their mindset and experiences after.

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How does the way in which gendered expectations / perceptions of different scientific pathways impact the relationship that a transgender or genderqueer individual may have with science? (or for other LGBTQIA+ populations too)

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Since each STEM department has its own guides and events related to its students, but none of them are actually deeply about Graduate School. I think creating an annual Graduate School fair with the collaboration of all STEM departments, the Hubbard Center, and other student organizations for students will be a good idea.

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I would like to investigate ways in which DePauw can implement more classes and topics that inform our students about other’s identities and how to act in a given situation. This would also include teaching students to be self-aware and to make sure to not make anyone uncomfortable when with people you don’t know that well

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Making chemistry language more accessible 

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Making chemistry language more accessible 

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Focus on defining common vocabulary words from CHEM 120 and 130 like “conjugated” or “penetration” in easy to understand ways. I think it would really benefit students (I see a need for it first-hand as a 130 STEM Guide), especially for those who English is not their first language.

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College fair-styled showcase highlighting STEM majors

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College fair-styled showcase highlighting STEM majors

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o   Seeing that the STEM major splash pages can be misleading, undeclared students should have the opportunity to learn about potential majors. The DePauw website does outline what courses are needed for the major, those webpages can be outdated.

o   In-person showcase allows students to meet professors and possibly declared major peers.

o   There should be more programming that informs students of what a STEM major involves and about the potential career paths.

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Not ensure the details of this, but possibly working with the DEI center to provide DEI training for all faculty on DePauw's campus.

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Addressing the mental health needs of STEM students at DePauw by developing resources and support systems tailored to their unique challenges. Could collect information through surveys or interviews while also collaborating with campus counseling services and student organizations.

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I realized how important the growth mindset affects students' experience. I think it mostly comes from the communication between the professor and students. Therefore, this project is similar to the "Student Survey" that we usually do at the end of the semester, where students will send anonymous mailboxes to their professors during the semester. We may need a "Review Board" committee to prevent some rude comments.

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Mentorship program that exists outside of being a part of an exclusive club

Share major (or potential) and similar career path

This would be beyond pre-health (eg. graduate programs masters, PhD)

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I realized how important the growth mindset affects students' experience. I think it mostly comes from the communication between the professor and students. Therefore, this project is similar to the "Student Survey" that we usually do at the end of the semester, where students will send anonymous mailboxes to their professors during the semester. We may need a "Review Board" committee to prevent some rude comments.

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What percentage of students come from rural vs suburban vs urban populations, and does that effect how they are perceived in the classroom.

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What percentage of students come from rural vs suburban vs urban populations, and does that effect how they are perceived in the classroom.

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Based on the survey of former alumni of DePauw, many suggested that there should be a separate area where minority STEM students could connect and help each other with their academics. It would be cool to create an area in one of the buildings that could be seen on a tour of DePauw that would help convince students that this is the school where they will succeed.

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Especially in the STEM field, the school should try to do more to advertise resources available to students.

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How effectively are underrepresented students informed about the availability of aid, resources, 
and opportunities at DePauw, and what developments could be made to improve the 
accessibility and awareness of these resources?

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How effectively are underrepresented students informed about the availability of aid, resources, 
and opportunities at DePauw, and what developments could be made to improve the 
accessibility and awareness of these resources?

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I have really struggled with being informed about the aid, resources, and opportunities available to me. I believe this was better when I initially entered DePauw as I had upperclassmen that helped me understand the vast amount of resources available, however, it is not as clear now.

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DePauw is not a Research School, and it is hard for students to find their passionate project. Therefore, this project will create a website that provides the steps to create a research project, from writing funding proposals to finding a mentor. There will also be a section where upperclassmen (mostly seniors) write their own theses and research ideas. Then, students can see and contact them to join their labs.

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Finding ways to spotlight important people in each field of study at DePauw that are some underrepresented backgrounds in curriculum.

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Effects of collaborative learning on class retention rates for underrepresented groups in STEM

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Effects of collaborative learning on class retention rates for underrepresented groups in STEM

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Dropped class rates for underrepresented students in STEM classes that focus on group work versus lecture-based. I am interested in this idea because as a STEM guide, my job is built around collaboration with students and having lecture based classrooms would negate this ability to have this position. I am interested to see from an objective perspective if collaboration itself regardless of program elevates underrepresented groups in STEM’s class retention rate.

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Match DePauw alumni mentors with student groups on campus (ex: women of color, students affiliated with certain student organizations, etc.)

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Match DePauw alumni mentors with student groups on campus (ex: women of color, students affiliated with certain student organizations, etc.)

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It would be nice to pair alumni with multiple communities if they are willing and able. The insight of recent graduate alumni are especially useful for current students, as they have the most up-to-date experiences with their professional sects. I am aware that certain student organizations have alumni chairs—executive members in their organization whose roles are dedicated to maintaining connections with alumni—but this idea involves broadening and expanding this concept to include the multitude of identities that alumni possess.

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DePauw is not a Research School, and it is hard for students to find their passionate project. Therefore, this project will create a website that provides the steps to create a research project, from writing funding proposals to finding a mentor. There will also be a section where upperclassmen (mostly seniors) write their own theses and research ideas. Then, students can see and contact them to join their labs.

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Community Building and the STEM Guide Program

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Community Building and the STEM Guide Program

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Finding ways to show importance of diversity of mentorship in STEM Guide program so the university hopefully institutionalizes the program. This will likely include personal stories from STEM Guides (potentially a series of interviews of the guides themselves), planning an event where STEM Guides can interact/learn/grow with STEM students, and more.

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History of Scientific Discoveries Course

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History of Scientific Discoveries Course

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Looking in depth at the history of scientific discoveries and the "real histories" of said scientific discoveries.

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1. Add your project idea or research questions related to at least 2-3 HSTEM project categories (scroll to the right to see all).

2. Add comments to existing ones

3. Formulate your top 3 choices for HSTEM project

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a) be relevant to inclusion, equity & justice in STEM at DePauw;

b) relate human social identities to STEM in meaningful ways;

c) include evidence that is available to gather within a semester (perhaps but not necessarily original data that you collect);

d) integrate scholarly sources (from the literature)

e) be a challenging and meaningful way to work with your classmates