2.1 Compassionate Coursework
Being around people who are different from us makes us more creative, more diligent and harder-working
The goal of this course is not just to impart knowledge related to GIS and data science, but to purposefully create an environment where all students feel welcome and supported even as they feel challenged intellectually.2 This is especially important in a STEM course, where stress levels among students can be generally high. For those of you who have not created maps or written computer code before, that could be enough to treat GIS coursework with apprehension. Feeling at least a little anxious about a course like this is understandable and to be expected.
In response to this stress, students sometimes develop “impostor syndrome”, a feeling that academic gains are not the result of their own abilities and a fear that they will soon be “found out” (Cooper et al. 2018, Lindemann et al. 2016). This is reported with particular frequency by students from social groups traditionally underrepresented in STEM courses (Malone and Barabino 2008, Ong 2005, Ong et al. 2011). Taking these concerns seriously is imperative not just for reasons of academic retention and its future implications (Akinnawonu 2017, Diaz-Garcia et al. 2011, Hill et al. 2010, Nathan and Lee 2015), but also because we are called to do so by the University’s mission both in our classrooms and in the wider world.
If you are feeling stressed about the coursework, feel like it is taking what seems like an excessive amount of time, or want to talk about strategies for problem solving, please reach out during class, office hours, or via Discourse. This will be my eleventh semester teaching research methods, and I have plenty of strategies for success in these courses that I am happy to share!
2.1.1 Code of Conduct
While I take a leading role in fostering a welcoming and supportive environment, I need each student’s help in making that environment a reality. To that end, you should familiarize themselves with Contributor Covenant’s Code of Conduct, which is increasingly included in open source projects and is included with each lecture repository on GitHub. The Code of Conduct lays out expectations for how all students should to conduct themselves. I want to emphasize one piece here in the syllabus, which includes concrete examples of things each student can and should do to help create a compassionate class atmosphere:
Examples of behavior that contributes to creating a positive environment include: using welcoming and inclusive language, being respectful of differing viewpoints and experiences, gracefully accepting constructive criticism, focusing on what is best for the [class], [and] showing empathy towards other community members
The degree to which students are positively engaged with our class along these lines will be reflected in participation grades given at the mid and end points of the semester. If you feel that a colleague’s conduct is not in line with creating compassionate coursework experience, you are encouraged to speak to me. I will treat all discussions with discretion and will work with you to make a plan for addressing any concerns you might have.
2.1.2 Harrassment and Title IX
While I have every expectation that each member of the Saint Louis University community is capable and willing to create a positive coursework experience, I fully recognize that there may be instances where students fall short of that expectation. Students should generally be aware that:
Saint Louis University prohibits harassment because of sex, race, color, religion, national origin, ancestry, disability, age, sexual orientation, marital status, military status, veteran status, gender expression/identity, genetic information, pregnancy, or any other characteristics protected by law.
All students should also familiarize themselves with Saint Louis University’s polices on bias, discrimination, harassment, and sexual misconduct. In particular, they should be aware of policies on harassment and sexual misconduct:
Saint Louis University and its faculty are committed to supporting our students and seeking an environment that is free of bias, discrimination, and harassment. If you have encountered any form of sexual harassment, including sexual assault, stalking, domestic or dating violence, we encourage you to report this to the University. If you speak with a faculty member about an incident that involves a Title IX matter, that faculty member must notify SLU’s Title IX Coordinator and share the basic facts of your experience. This is true even if you ask the faculty member not to disclose the incident. The Title IX Coordinator will then be available to assist you in understanding all of your options and in connecting you with all possible resources on and off campus.
Anna Kratky is the Title IX Coordinator at Saint Louis University (DuBourg Hall, Room 36; anna.kratky@slu.edu; 314-977-3886). If you wish to speak with a confidential source, you may contact the counselors at the University Counseling Center at 314-977-TALK or make an anonymous report through SLU’s Integrity Hotline by calling 1-877-525-5669 or online at https://www.lighthouse-services.com/_StandardCustomURL/LHILandingPage.asp. To view SLU’s policies, and for resources, please visit the following web addresses: https://www.slu.edu/here4you and https://www.slu.edu/general-counsel.
Instances of abusive, harassing, or otherwise unacceptable behavior should be reported either directly to the instructor or to the University Administration. Consistent with the above policies, I will forward all reports of inappropriate conduct to the Title IX Coordinator’s office or to the Office of Diversity and Affirmative Action. Please be aware that University policies may require me to forward information about the identity of any students connected to the disclosure.
Please also be aware that communications over various online services, including (but not limited to) Canvas, Zoom, and GitHub, are covered by this policy.