Class Assignments

ELI5

Inspired by the popular Reddit.com ELI5 (“Explain Like I’m 5”) subreddit forum (see example thread here), create a shared document whereby students answer forum questions about key concepts as if explaining the concept to a child. The resulting document can be used as a class study aid for students before exams.

This assignment requires students to have a deeper, working understanding of a concept to successfully convey the material to a younger individual with no educational training in the subject. The student is pushed to think more creatively about the information as they consider metaphors or images to explain an academic topic and avoid the use of jargon terms to explain scientific phenomena. Furthermore, a sense of support is created between students as they work to contribute to a project that the entire class can use for study purposes.

Neurodiversity | Inclusion | Creativity | Communication | Peer Teaching

Fake News

Provide a choice of media articles which contain erroneous facts regarding a recent/significant journal publication (e.g., “scientists discover drug that can turn rats gay”). Have students read both the article and original study and prepare a writeup explaining how the media misinterpreted facts and what the actual findings from the study were.

By engaging students in an activity emphasizing the significance of scientific communication and knowledge sharing, this assignment discourages academia-related inclinations toward gatekeeping and individual interest.

Scientific Communication | Knowledge Sharing | Inclusion | Equality

BYOT (Bring Your Own Tool)

Ask students to find a resource that helped them to understand a concept in class—this could be an infographic, a reddit thread, a YouTube video, an illustration, a song, or even their own recorded explanation of it. Using a tool like Padlet (quick start guide here), have students add their resources to the board. Students can also like and comment on other posts, creating a network of peer support. (See an example of a board here.)

Students from different backgrounds learn in different ways. By asking students to find and share resources that help them to understand a difficult concept, they can help and support fellow classmates (building a sense of community) while also gaining access to a variety of resources that represent different learning style preferences.

Resource Sharing | Peer Support | Inclusion | Neurodiversity | Learning Style Preferences & Strategies

Tell a Friend

Discuss a new theory/controversial topic in class (e.g., stem cells, ADHD), explaining the opposing views and myths in addition to the facts and science. Have students approach two individuals outside of class to explain the concept to and complete a list of questions that compare old and new perspectives of those people they spoke to. (Questions can include “How did you feel before about topic X?”, “Did you learn anything new?”, “Has your opinion changed?”)

This activity teaches students how to have conversations about potentially controversial science topics with others who do not study science. It allows students to fully engage with a topic and understand a variety of perspectives that can exist, combating unhelpful attitudes that academia can foster (e.g., elitism, competition).

Scientific Communication | Inclusion | Knowledge Sharing | Different Perspectives

Science Hero

Have students select an inspirational figure in the field and write a piece on why this person is their hero. This may include the figure’s background and accomplishments, as well as reasoning for the student’s selection. This integrative learning activity enables students to make connections between personal, academic, and professional experiences.

Through this project, students will undertake self-directed learning about innovation, research, and development in the science sub-discipline. This idea acknowledges the potential for affective learning (involving emotion) in developing motivation, inspiration, and engagement, in complement to gaining traditional knowledge and skills. The module also encourages students to develop their identity as a scientist that may be important in retaining individuals in the field, particularly those from under-represented groups.

Notable Figures | Writing Assignment | Diversity | Affective Learning | Student Identity

Academic Underdog Trivia Slides

Have students create a trivia slide for a notable figure who faced struggles because of their ethnicity, racial background, gender identity, intellectual disability, or other factor. Inform students that the best trivia slides will be added to a slide show to be shown before lectures, like the trivia slides shown in theatres before movies begin.

This short assignment allows students to learn about famous individuals who faced common struggles, while also learning more about the EDI barriers that exist in STEM. Furthermore, students gain an opportunity to share the stories or facts about notable figures that resonated with them. A pre-lecture slide show offers an easy way to integrate EDI material, creating a more supportive class environment that encourages diversity.

Take-Home (Power)Points

Ask students to read a journal article and design a single ppt slide stating the research hypothesis, method, results, and implications. Encourage students to be creative and use visual data from the paper, or other images. Best slides can be used in future course lectures, for extra incentive.

Through extensively reducing information and using images to help visually explain an article to a potential future class, students with different learning needs and backgrounds are taught how to navigate advanced journal articles and what pieces of information to focus on.

Have you considered?

Including multiple assignment question styles whenever possible, providing students with a choice to help accommodate different learning style preferences and learning needs

E.g., For an assignment, students can write a short argumentative essay for/against, produce an infographic, create a slide deck for a fake presentation to a class, etc.
If using short-answer questions on tests, provide options regarding answer methods students can choose from

E.g., In neuroscience, an exam may ask students to list steps of a process, draw a pathway, or describe what is occurring in the brain of a person exhibiting a specific behaviour
Using the tool CATME to address inequities in group formation and group work, while also providing peer feedback and identifying poorly functioning groups
Including a “Test #0” or “Lab #0” so students can learn the process of tests and labs, respectively; this also helps students identify if they experience any difficulties related to the technology