Lopatto, D. (2004). Survey of undergraduate research experiences (SURE): First findings. Cell biology education, 3(4), 270-277. 

Auchincloss, L. C., Laursen, S. L., Branchaw, J. L., Eagan, K., Graham, M., Hanauer, D. I., & Towns, M. (2014). Assessment of course-based undergraduate research experiences: a meeting report. CBE Life Sci Educ. Spring 2014;13(1), 29-40.

Shortlidge, E. E., & Brownell, S. E. (2016). How to assess your CURE: a practical guide for instructors of course-based undergraduate research experiences. Journal of microbiology & biology education, 17(3), 399.

BOOKS

Steele, C. M. (2011). Whistling Vivaldi: How stereotypes affect us and what we can do. WW Norton & Company. 

Oluo, I. (2019). So you want to talk about race. Seal Press. 

ARTICLES

Book Review by Sibrina Collins (Oct, 2020). How to get more women and people of colour into graduate school — and keep them there.
https://www.nature.com/articles/d41586-020-02940-y

Asai, D. J. (2020). Race matters. Cell, 181(4), 754-757. Full article

Collins, S., & Hitchcock, S. (2020) COVID-19 Response: A Bonus Assignment for Organic Chemistry Students. Teaching through COVID-19, 18.
http://new.seceij.net/articletype/teaching-and-learning/special-section-teaching-through-covid-19/

Riegle-Crumb, C., King, B., & Irizarry, Y. (2019). Does STEM stand out? Examining racial/ethnic gaps in persistence across postsecondary fields. Educational Researcher, 48(3), 133-144. https://journals.sagepub.com/doi/pdf/10.3102/0013189X19831006  

Vincent-Ruz, P. (2020). On the danger of performative DEI discourse. Nature.
A true commitment to DEI is centering those principles in every decision and as the core values of any collaboration or organization. If chemists want to participate in DEI efforts, then they need to listen, educate themselves and live by the principles even when it is uncomfortable or hard.
https://chemistrycommunity.nature.com/posts/on-the-danger-of-performative-dei-discourse