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Fostering Inclusive Teaching Strateg...

McFalls, Theresa Anne,

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Fostering Inclusive Teaching Strategies in STEM: Evaluating the Impact of Professional Development Through the Lens of Autism and Universal Design for Learning and Instruction /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Fostering Inclusive Teaching Strategies in STEM: Evaluating the Impact of Professional Development Through the Lens of Autism and Universal Design for Learning and Instruction // Theresa Anne McFalls.
Author:	McFalls, Theresa Anne,
Description:	1 electronic resource (131 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-12, Section: A.
Contained By:	Dissertations Abstracts International86-12A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31936516
ISBN:	9798280782532

Fostering Inclusive Teaching Strategies in STEM: Evaluating the Impact of Professional Development Through the Lens of Autism and Universal Design for Learning and Instruction /
McFalls, Theresa Anne,

Fostering Inclusive Teaching Strategies in STEM: Evaluating the Impact of Professional Development Through the Lens of Autism and Universal Design for Learning and Instruction /Theresa Anne McFalls. - 1 electronic resource (131 pages)

Source: Dissertations Abstracts International, Volume: 86-12, Section: A.

This qualitative interpretative study sought to understand changes that take place in faculty implementation of inclusive teaching strategies (ITS) based on professional development for STEM faculty. The professional development included information on best practices for supporting autistic college students and principles of Universal Design for Learning & Instruction (UDL & I). Additionally, this study looked to explain why that change took place from the perspective of faculty members teaching those courses. Secondly, this study sought to understand specific strategies, related to UDL & I, manifesting change in course development and instruction as a result of the professional development. Furthermore, the researcher wanted to understand faculty's value of ITS and intentionality of utilization. These topics were explored through semi-structured interviews and content analysis via syllabus review.The researcher conducted qualitative inquiry with four participants pre- and post- professional development intervention and an additional five participants post- professional development. Content analysis was conducted through syllabus review and participant responses to interview questions related to syllabus format and design.Findings are centered around five major themes, each with identified subthemes. The first theme, syllabus as contract, has two subthemes: (a) setting the stage and (b) faculty doubts of student utility. The second theme, faculty perceptions of the new learner, also has two subthemes: (a) observed and understood college student profile and (b) experiences with autistic college students. The third theme, STEM field: development and culture, has four subthemes: (a) conducive to mentorship, (b) understanding and perception of inclusive teaching pedagogy, (c) perceptions on inclusive practices of STEM colleagues, and (d) barriers to inclusive teaching: rigor and responsibility to the discipline. The fourth theme, unintended, recursive practice, has five subthemes: (a) role of faculty, (b) multiple means of engagement, (c) multiple means of representation, (d) multiple means of action and expression, and (e) inclusive instruction. Lastly, the fifth theme, university culture, has two subthemes: (a) collaboration and (b) professional development.Key propositions from this study include: (a) intentional syllabus design provides opportunity to demonstrate principles of UDL & I, (b) STEM fields offer unique mentoring and praxis opportunities beneficial for students with autism, (c) STEM faculty are unintentionally aligned with tenants of UDL & I, and (d) inclusive university culture fosters inclusive pedagogy. Implications for practice include: (a) intentional syllabus design, (b) leverage UDL & I in STEM fields, (c), intentional pedagogy alignment, and (d) enhancing inclusive university culture.Findings are supportive of continued professional development for STEM faculty regarding inclusive teaching practice to increase understanding and implementation of inclusive teaching strategies beneficial for learners of all types, and specifically students with autism.

English

ISBN: 9798280782532Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Autism

Fostering Inclusive Teaching Strategies in STEM: Evaluating the Impact of Professional Development Through the Lens of Autism and Universal Design for Learning and Instruction /
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