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On faculty development of STEM inclusive teaching practices.

Bryan M Dewsbury1

  • 1Biological Sciences, University of Rhode Island, 120 Flagg Road, CBLS 483, Kingston, RI 02881, USA.

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|September 20, 2017
PubMed
Summary

Faculty development for inclusive teaching in STEM should focus on the instructor's journey and enhance graduate training. This approach aims for sustainable change in postsecondary STEM education.

Keywords:
STEMfaculty developmentinclusive teachingunderrepresented students

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Area of Science:

  • Education
  • Sociology of Education
  • STEM Education

Background:

  • Significant disparities in Science, Technology, Engineering, and Mathematics (STEM) student retention exist for underrepresented minorities in the USA.
  • Previous interventions focused on student deficits; current approaches emphasize changing campus culture and instructor mindsets.
  • Inclusive teaching practices are increasingly central to faculty development initiatives.

Purpose of the Study:

  • To argue for reframing faculty development workshops on inclusive teaching.
  • To advocate for shifting efforts towards redeveloping pedagogical training at graduate and postdoctoral levels.
  • To identify literature informing current inclusion approaches and suggest new faculty development strategies.

Main Methods:

  • Literature review of conceptual frameworks for faculty development in inclusive teaching.
  • Analysis of historical and recent theories on higher education's societal role.
  • Synthesis of findings to propose new faculty development approaches.

Main Results:

  • Current faculty development messages may not fully capture the scope of the inclusive teaching journey.
  • Existing pedagogical training at graduate and postdoc levels can be enhanced to foster inclusive practices.
  • Specific literature areas can effectively inform and improve current inclusion strategies in STEM education.

Conclusions:

  • Faculty developers should reframe workshop messages to emphasize the ongoing nature of inclusive teaching.
  • Rethinking graduate and postdoctoral pedagogical training is crucial for long-term, sustainable change in STEM inclusive education.
  • A shift towards a more comprehensive, culturally responsive approach is needed for equitable postsecondary STEM education.