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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 /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining STEM Faculty Development to Promote Student Belonging Through Inclusive Teaching // Kimberly K Hughes.
Author:	Hughes, Kimberly K.,
Description:	1 electronic resource (165 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-04, Section: A.
Contained By:	Dissertations Abstracts International86-04A.
Subject:	Pedagogy. -
Online resource:	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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300 $a 1 electronic resource (165 pages)
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500 $a Source: Dissertations Abstracts International, Volume: 86-04, Section: A.
500 $a Advisors: Kameen, Marilyn; Nava, Michael Committee members: Patterson, Kristin; Justiz, Manuel.
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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.
546 $a English
590 $a School code: 0227
650 4 $a Pedagogy. $3 2122828
650 4 $a Science education. $3 521340
650 4 $a Instructional design. $3 3172279
650 4 $a Teacher education. $3 3172312
653 $a STEM Faculties
653 $a Faculty development
653 $a Student belonging
653 $a Inclusive teaching practices
653 $a STEM teaching practices
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690 $a 0530
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710 2 $a The University of Texas at Austin. $b Educational Leadership and Policy. $e degree granting institution. $3 3827029
720 1 $a Kameen, Marilyn $e degree supervisor.
720 1 $a Nava, Michael $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-04A.
790 $a 0227
791 $a Ed.D.
792 $a 2024
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