The POGIL Project values the creation of “inclusive learning environments for students and instructors.” Furthermore, The POGIL Project “envision(s) an educational system that prepares every learner to enrich the world by thinking critically, solving problems, working effectively with others, and experiencing the joy of discovery.” Reaching every learner requires that this Community of Transformation intentionally strive to “Increase the diversity and inclusivity of the POGIL community and the students it serves.” The Project cannot attain these aspirations without being intentional, explicit, systemic, and ongoing in its efforts focused on diversity, equity and inclusion. We acknowledge that we are striving toward an ideal, and we recognize that effective applications of principles of diversity, equity and inclusion require a persistent, continual revision of existing frameworks; it is not a destination with a clearly defined stopping point.
These guiding principles serve as a comprehensive way to inform an effective application of diversity, equity, and inclusion ideals that are a recurrent revision of existing frameworks.
At The Project oversight level, we shall use best practices for selecting and soliciting participation to maximize the diversity of our personnel pool. We recognize this requires active recruitment and persistent engagement with members of under-represented groups not merely passive invitations. We know that representation matters, and this is especially important in the leadership development opportunities provided within the community.
The Steering Committee will provide leadership in overseeing efforts focused on diversity, workshops, and educational opportunities for the community regarding inclusion and cultural competence. Resources will be provided for all working groups so that their work appropriately reflects anti-racist and equity-producing practices.
All material and human resources must be intentionally vetted through the lens of diversity and inclusion. In our materials (including, but not limited to: marketing materials, student activities, workshop slides and handouts), our choice of language and imagery will be intentional. This is especially important so that curricular materials are accessible to students from diverse populations.
All persons representing The POGIL Project will be familiar with and uphold the mission, vision, and values of The Project as it relates to diversity, equity, and inclusion.
Any person who interacts with The POGIL Project, whether as a student, instructor, facilitator, or author, should feel comfortable, supported, and valued. When engaging with the community, our network of educators and learners shall use standard, acceptable and appropriate language. We will question assumptions and be intentional about our communications and thoughtful about how they will be received.
In all levels of The Project, we shall be intentional about diversity, equity and inclusion by aligning our practices with organizations that provide guidance in developing welcoming spaces for underrepresented groups.
The POGIL community has provided an intellectual home and a transformational experience for educators with a shared sense of purpose for student engagement and learning. We strive to make that experience inclusive for educators of diverse backgrounds and to serve all students. All aspects of The POGIL Project shall be infused with the intentionality and explicitness of diversity, equity and inclusion principles. This includes The Project personnel who guide and steer us, the materials we produce, the training we provide, and the external resources we use to guide our development.
Michael Bruno & Gail Webster