Am J Epidemiol. 2022 Aug 22;191(9):1527-1531. doi: 10.1093/aje/kwac105.
There is growing acknowledgement of the legacy of White supremacy and racism in the discipline of epidemiology. Our department in the University of Washington School of Public Health undertook a systematic effort to begin addressing institutionalized racism and inclusive teaching in our courses. In July 2020, we introduced a new tool (the "Course Development Plan" (CDP)) to advance our curriculum. The CDP includes 2 components: 1) a guideline document that provides strategies on how to modify curricula and classroom teaching to incorporate antiracism and principles of equity, diversity, and inclusion (EDI); and 2) a structured worksheet for instructors to share EDI and antiracism practices they already incorporate and practices they plan to incorporate into their classes. Worksheets for each class are submitted prior to the beginning of the quarter and are reviewed by a peer faculty member and at least 1 epidemiology student; reviewers provide written feedback on the CDP worksheet. Further evaluation to assess the impact of the CDP process on classroom climate is ongoing. In this commentary, we discuss our department's efforts, the challenges we faced, and our hopes for next steps.
人们越来越认识到，在流行病学这一学科中，存在着白人至上主义和种族主义的遗留问题。华盛顿大学公共卫生学院的我们系进行了系统的努力，开始解决我们课程中的制度化种族主义和包容性教学问题。2020 年 7 月，我们引入了一个新工具（“课程开发计划”（CDP））来推进我们的课程。CDP 包括 2 个部分：1）一份指导文件，提供了如何修改课程和课堂教学以纳入反种族主义和公平、多样性和包容性（EDI）原则的策略；2）一份结构化的工作表，供教师分享他们已经纳入的 EDI 和反种族主义实践，以及他们计划纳入课堂的实践。每个班级的工作表在季度开始前提交，并由一位同行教师和至少 1 名流行病学学生进行审查；评审人员就 CDP 工作表提供书面反馈。我们正在进行进一步的评估，以评估 CDP 流程对课堂氛围的影响。在这篇评论中，我们讨论了我们系的努力、我们面临的挑战以及我们对下一步的希望。
