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Examining STEM Faculty Development t...

Hughes, Kimberly K.,

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Examining STEM Faculty Development to Promote Student Belonging Through Inclusive Teaching /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining STEM Faculty Development to Promote Student Belonging Through Inclusive Teaching // Kimberly K Hughes.
作者:	Hughes, Kimberly K.,
面頁冊數:	1 electronic resource (165 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-04, Section: A.
Contained By:	Dissertations Abstracts International86-04A.
標題:	Pedagogy. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31690538
ISBN:	9798384441724

Examining STEM Faculty Development to Promote Student Belonging Through Inclusive Teaching /
Hughes, Kimberly K.,

Examining STEM Faculty Development to Promote Student Belonging Through Inclusive Teaching /Kimberly K Hughes. - 1 electronic resource (165 pages)

Source: Dissertations Abstracts International, Volume: 86-04, Section: A.

This study explored the ways that STEM faculty learn about, design, and implement inclusive STEM teaching practices to improve student belonging. An interpretive phenomenological approach was employed to understand the personal experiences and thought processes of faculty as they worked to further develop their understanding of issues of equity and inclusion and transform their teaching conceptions and practices. STEM disciplines suffer from poor participation rates for women and students from historically marginalized racial and ethnic backgrounds and could address long-standing problems of persistence, in part, by attending to issues of student belonging. Faculty represent a linchpin for fostering student academic belonging in STEM through the instructional decisions they make. Faculty development structures and approaches that led to shifts toward inclusive teaching conceptions and practices are discussed. Successfully scaling inclusive teaching practices across STEM departments and colleges will require investments in comprehensive, multi-faceted approaches to faculty development.

English

ISBN: 9798384441724Subjects--Topical Terms:

2122828
Pedagogy.
Subjects--Index Terms:

STEM Faculties

Examining STEM Faculty Development to Promote Student Belonging Through Inclusive Teaching /
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520 $a This study explored the ways that STEM faculty learn about, design, and implement inclusive STEM teaching practices to improve student belonging. An interpretive phenomenological approach was employed to understand the personal experiences and thought processes of faculty as they worked to further develop their understanding of issues of equity and inclusion and transform their teaching conceptions and practices. STEM disciplines suffer from poor participation rates for women and students from historically marginalized racial and ethnic backgrounds and could address long-standing problems of persistence, in part, by attending to issues of student belonging. Faculty represent a linchpin for fostering student academic belonging in STEM through the instructional decisions they make. Faculty development structures and approaches that led to shifts toward inclusive teaching conceptions and practices are discussed. Successfully scaling inclusive teaching practices across STEM departments and colleges will require investments in comprehensive, multi-faceted approaches to faculty development.
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