. 2021 Aug 5;4:902. doi: 10.1038/s42003-021-02409-2

Table 1.

Course learning objectives were agreed upon by the group.

Course learning objective	Lesson sub-objectives
Becoming comfortable having uncomfortable conversations surrounding race and social justice within our own group. (see Supplementary Note 1. Supplementary Table 1)	1. Discuss how people may take comfort in their own privilege and how that influences their ability to discuss race, social justice, and action. 2. Define intersectionality, identify examples of intersectionality, and connect this concept to conversations of race. 3. Examine and describe how language and semantics are important in these conversations. 4.Practice engaging in conversations about race.
Deepening our understanding of race as a construct: perceptions on race throughout history and the nature of anti-Black racism in the U.S. (see Supplementary Note 2, Supplementary Table 2)	1. Describe African American history, including milestones and lingering systems of anti-Black racism in the United States. 2. Understand the African Diaspora and how the trans-Atlantic slave trade cemented race as a construct in the United States. 3. Understand how BIPOC contributed to the labor movement and how this contribution disproportionately benefited white Americans.
Understanding our personal relationship to white supremacy and anti-Black racism. (see Supplementary Note 3, Supplementary Table 3)	1. Define and recognize white supremacy. 2. Gain the understanding that we all have a relationship with white supremacy, and learn to identify the intersectionality of our experiences. 3. Acknowledge and accept past behavior and learn to move forward.
Evaluating evidence-based practices for mentoring and increasing the retention of BIPOC in STEM. (see Supplementary Note 4, Supplementary Tables 4-5)	1. Identify the historical and social constructs that impede the scientific success of BIPOC at various levels of education. 2. Evaluate current programs that attempt to address these inequities at various levels of education. 3. Brainstorm ways in which to improve programs that increase retention and representation of BIPOC in STEM at the undergraduate level. 4. Design a framework from which to foster inclusivity in the classroom and pass on (academic) cultural capital to our undergraduate students.
Investigating the impacts of macro- and micro-aggressions in the classroom and beyond. (see Supplementary Note 5, Supplementary Table 6)	1. Easily differentiate between microaggression and macroaggression and become familiar with their different forms or types. 2. Become familiar with the different categories of racial microaggressions. 3. Explain the roots of microaggression and macroaggression. 4. Articulate the impact of repeated (lifetime) macro- and microaggressions on behavior, growth, and achievement of students and colleagues. 5. Quickly recognize and address microaggressions when you witness or cause one. 6. Appropriately respond to a microaggression and make micro interventions—short-term or transient interventions without a counselor.
Implementing social justice practices in the higher education curriculum. (see Supplementary Note 6, Supplementary Table 7)	1. Discuss how recent movements (e.g., #BlackInTheIvory, #BlackAFInSTEM, #PublishingPaidMe) have spurred more awareness about barriers BIPOC scientists and writers face. 2. Evaluate methods for implementing anti-racist practices in our labs, classrooms, departments, and colleges. 3. Brainstorm ways in which to increase transparency in negotiation proceedings, hiring practices, etc. in higher education.
Recognizing, alleviating, and dismantling local systems of oppression. (see Supplementary Note 7, Supplementary Table 8)	1. Explain the concepts and theories of oppression. 2. Define social justice, economic security, and equality. 3. Identify the role(s) played by human behavior in the social environment. 4. Explore personal biases and stereotypes that can affect human behavior. 5. Identify the impact of privilege and oppression and the potential power dynamics of race in the context of how the dynamics of oppression impact the human developmental process. 6. Identify action strategies used to address and dismantle oppression. 7. Identify ways individuals, social movements, and institutions can promote justice and equality and alleviate oppression.
Fostering anti-racist behavior among our students, academic peers, and community organizations. (see Supplementary Note 8, Supplementary Table 9)	1. Define anti-racism. 2. Recognize why we need to take personal responsibility for eliminating racism. 3. Construct your action plan as an anti-racist in your family, department, and classroom. 4. Make a plan on how to continue your journey of becoming anti-racist as an individual and part of an organization.

Course learning objective

Lesson sub-objectives

Becoming comfortable having uncomfortable conversations surrounding race and social justice within our own group.

(see Supplementary Note 1. Supplementary Table 1)

1. Discuss how people may take comfort in their own privilege and how that influences their ability to discuss race, social justice, and action.

2. Define intersectionality, identify examples of intersectionality, and connect this concept to conversations of race.

3. Examine and describe how language and semantics are important in these conversations.

4.Practice engaging in conversations about race.

Deepening our understanding of race as a construct: perceptions on race throughout history and the nature of anti-Black racism in the U.S.

(see Supplementary Note 2, Supplementary Table 2)

1. Describe African American history, including milestones and lingering systems of anti-Black racism in the United States.

2. Understand the African Diaspora and how the trans-Atlantic slave trade cemented race as a construct in the United States.

3. Understand how BIPOC contributed to the labor movement and how this contribution disproportionately benefited white Americans.

Understanding our personal relationship to white supremacy and anti-Black racism.

(see Supplementary Note 3, Supplementary Table 3)

1. Define and recognize white supremacy.

2. Gain the understanding that we all have a relationship with white supremacy, and learn to identify the intersectionality of our experiences.

3. Acknowledge and accept past behavior and learn to move forward.

Evaluating evidence-based practices for mentoring and increasing the retention of BIPOC in STEM.

(see Supplementary Note 4, Supplementary Tables 4-5)

1. Identify the historical and social constructs that impede the scientific success of BIPOC at various levels of education.

2. Evaluate current programs that attempt to address these inequities at various levels of education.

3. Brainstorm ways in which to improve programs that increase retention and representation of BIPOC in STEM at the undergraduate level.

4. Design a framework from which to foster inclusivity in the classroom and pass on (academic) cultural capital to our undergraduate students.

Investigating the impacts of macro- and micro-aggressions in the classroom and beyond.

(see Supplementary Note 5, Supplementary Table 6)

1. Easily differentiate between microaggression and macroaggression and become familiar with their different forms or types.

2. Become familiar with the different categories of racial microaggressions.

3. Explain the roots of microaggression and macroaggression.

4. Articulate the impact of repeated (lifetime) macro- and microaggressions on behavior, growth, and achievement of students and colleagues.

5. Quickly recognize and address microaggressions when you witness or cause one.

6. Appropriately respond to a microaggression and make micro interventions—short-term or transient interventions without a counselor.

Implementing social justice practices in the higher education curriculum.

(see Supplementary Note 6, Supplementary Table 7)

1. Discuss how recent movements (e.g., #BlackInTheIvory, #BlackAFInSTEM, #PublishingPaidMe) have spurred more awareness about barriers BIPOC scientists and writers face.

2. Evaluate methods for implementing anti-racist practices in our labs, classrooms, departments, and colleges.

3. Brainstorm ways in which to increase transparency in negotiation proceedings, hiring practices, etc. in higher education.

Recognizing, alleviating, and dismantling local systems of oppression.

(see Supplementary Note 7, Supplementary Table 8)

1. Explain the concepts and theories of oppression.

2. Define social justice, economic security, and equality.

3. Identify the role(s) played by human behavior in the social environment.

4. Explore personal biases and stereotypes that can affect human behavior.

5. Identify the impact of privilege and oppression and the potential power dynamics of race in the context of how the dynamics of oppression impact the human developmental process.

6. Identify action strategies used to address and dismantle oppression.

7. Identify ways individuals, social movements, and institutions can promote justice and equality and alleviate oppression.

Fostering anti-racist behavior among our students, academic peers, and community organizations.

(see Supplementary Note 8, Supplementary Table 9)

1. Define anti-racism.

2. Recognize why we need to take personal responsibility for eliminating racism.

3. Construct your action plan as an anti-racist in your family, department, and classroom.

4. Make a plan on how to continue your journey of becoming anti-racist as an individual and part of an organization.

These were the outcomes we hoped to gain by participating in the course. Each pair of facilitators created Sub-Objectives specific to each lesson/class meeting. Related to Supplementary Notes 1–8 and Supplementary Tables 1–9.