For all STEM faculty, chairs, administrators, and faculty developers who work to support students’ learning and thriving in STEM – especially those students who have felt unwelcome and unsupported in their past STEM experiences – this book offers sustainable strategies that are now being widely adopted to create inclusive environments in undergraduate STEM classes and programs. Further, this book presents a framework for partnering with students to collaboratively envision how STEM can be a space that fosters a sense of belonging for, and promotes the success of, all individuals in STEM. This book presents the Being Human in STEM Initiative, or HSTEM, as a model for challenging the assumptions we make, and how we communicate to students, about who belongs and who can thrive in STEM. This work arose out of a time of conflict at Amherst College: A four-day sit-in, protesting in support of the Black Lives Matter movement and bringing attention to related experiences of exclusion and marginalization that minoritized students experienced on campus. What emerged from that conflict has been transformative for the college, its students, and for its faculty and staff. In this book, the authors share how the HSTEM course came into being, offer a course overview, readings, and resources for developing an HSTEM course at your own institution, provide recommendations for evaluating the multi-level impact of inclusive change initiatives, and profile models of how the HSTEM course has been adapted at colleges and universities across the country. In addition to providing a road map for developing your own HSTEM course, the authors articulate ways that you can make any course or institutional structure more inclusive through active listening and validation, and through reflective practice and partnership, to progressively make incremental and sustainable changes in STEM education. Through listening and reflecting, the model facilitates uncovering the disconnects that can impede inclusivity in our classrooms and laboratories. While the authors offer a proven process and model for change, originally motivated by the urgent need to respond to students’ demands, they recognize that larger institutional culture shifts require the identification and commitment to common values, a shared sense of purpose in the work of change, and the provision of agency and resources to individuals tasked with making change happen. How might we shift institutional STEM culture? The HSTEM model provides one solution: By reflecting on our own lived experiences and identities, engaging with the literature on the factors that enhance and limit full inclusion in STEM, and partnering with students to identify actionable ways to bring about sustainable change in our scientific communities, we can all work towards creating a more inclusive, and human, STEM ecosystem.Each chapter opens with a set of guiding reflective questions to help you connect these ideas, frameworks, and strategies to your own teaching and institutional context. While each chapter builds on the previous ideas and frameworks, the book can also be used as a resource to identify a just-in-time strategy to address particular questions you may have about making your teaching more inclusive. The appendices offer an array of Facilitator Guides, each of which outlines a student-endorsed exercise, based on the pedagogical literature, that can foster a sense of belonging and inclusion in your classrooms and laboratory spaces.

This transdisciplinary collection engages with key issues of social exclusion, inequality, power and knowledge in the context of COVID-19 for a more equitable and inclusive human future.

While there is a unity to truth from God's perspective, there are nevertheless many different ways of knowing, studying, and defining that truth. Thus, "the task of integration is the task of relating theology and other disciplines in such a way that one articulates and defends a comprehensive, unified Christian worldview." Christian Perspectives on Being Human is a vital step in that essential process of integration. In this unique anthology, colleagues from various departments at Biola University undertake an important multidisciplinary approach to integration. J. P. Moreland and David Ciocchi represent philosophy in this discussion; Robert Saucy, theology; Sherwood Lingenfelter, anthropology; Nancy Duvall and Keith Edwards, psychology; Walt Russell and Scott Rae, New Testament and medical ethics; and Klaus Issler, Christian education.

Research demonstrates that STEM disciplines perpetuate a history of exclusion, particularly for students with marginalized identities. This poses problems particularly when science permeates every aspect of contemporary American life. Institutions’ repeated failures to disrupt systemic oppression in STEM has led to a mostly white, cisgender, and male scientific workforce replete with implicit and/or explicit biases. Education holds one pathway to disrupt systemic linkages of STEM oppression from society to the classroom. Maintaining views on science as inherently objective isolates it from the world in which it is performed. STEM education must move beyond the transactional approaches to transformative environments manifesting respect for students’ social and educational capital. We must create a STEM environment in which students with marginalized identities feel respected, listened to, and valued. We must assist students in understanding how their positionality, privilege, and power both historically and currently impacts their meaning making and understanding of STEM.

This book: The Five Areas of Being Human: An Assessment Tool for Therapeutic Care challenges those professionals in the business of therapeutic care to more coherently organize effective methods of behavioral assessment for the purpose of identifying the origins of problematic behaviors related to mental health and/or social problems modeled by individuals. Likewise it is this author’s belief that the best practices for organizing such a logical behavioral assessment is identifying the five areas of being human: spiritual, physical, social, psychological and vocational and developing relevant questions in association with each distinctive area; implementing effective interviewing methods and selecting appropriate therapeutic strategies. Moreover, it is the belief of this author that many persons experiencing therapeutic or medical relationships with psychiatrists, social workers, licensed practical counselors, medical physicians, etc. suffer from untreated mental health and physical conditions because this assessment model is never identified and applied by such practicing professionals. In summation, for certain, identifying the five areas of being human and developing relevant questions to ask in a therapeutic or medical relationship will effectively assist in actualizing a more cogent and helpful assessment necessary for treating and promoting healing toward those persons suffering from mental and/or physical debilitating health conditions.

À première vue, l'humanisme occidental, le bouddhisme japonais et la science moderne ont si peu en commun que l'idée même de rechercher un terrain d'entente par le dialogue semble trop idéaliste. Seul un homme du calibre de daisaku ikeda pourrait mener à bien un tel projet. Faisant fi du cliché et des réponses faciles, il aborde les grandes questions auxquelles la société d'aujourd'hui est confrontée: cancer, sida, mort dignement, fécondation in vitro, éthique biomédicale... Les réponses apportées par René Simard, biologiste moléculaire et généticien, et Guy Bourgeault, bioéthicien , sont perspicaces et convaincantes. Leurs discussions ont franchi les barrières linguistiques et culturelles pour présenter une vision du potentiel - et des défis inhérents - à l'être humain.

"Provides an understanding of the basic concepts in stem cell biology and addresses the politics, ethics, and challenges currently facing the field"--From publisher description.

What is a stem cell? We have a basic working definition, but the way we observe a stem cell function in a dish may not represent how it functions in a living organism. Only this is clear: Stem cells are the engine room of multicelluar organisms—both plants and animals. However, controversies, breakthroughs, and frustration continue to swirl in eternal storms through this rapidly moving area of research. But what does the average person make of all this, and how can an interested scholar probe this vast sea of information? The Encyclopedia of Stem Cell Research provides a clear understanding of the basic concepts in stem cell biology and addresses the politics, ethics, and challenges currently facing the field. While stem cells are exciting alone, they are also clearly fueling the traditional areas of developmental biology and the field of regenerative medicine. These two volumes present more than 320 articles that explore major topics related to the emerging science of stem cell research and therapy. Key Features · Describes the different types of stem cells that have been reported so far and, where possible, tries to explain for each age, tissue, and species what is known about the biology of the cells and their history · Captures a strong sense of stem cell biology as it stands today and provides the reader with a reference manual to probe the mysteries of the field · Considers various religious, legal, and political perspectives · Includes selected reprints of major journal articles that pertain to the milestones achieved in stem cell research · Elucidates stem cell terminology for the nonscientist. Key Themes · Biology · Clinical Trials · Countries · Diseases · Ethics · History and Technology · Industry · Institutions · Legal · Organizations · People · Politics · Religion · States With contributions from scholars and institutional experts in the stem cell and social sciences, this Encyclopedia provides a primarily nonscientific resource to understanding the complexities of stem cell research for academic and public libraries.