Inclusive Learning and Teaching in Undergraduate STEM Instruction
Thursday
2:45pm - 3:30pm
Admiral | Poster 17
Poster Presentation
Bennett Goldberg, Northwestern University
Sarah Hokanson, Boston University
Tershia Pinder-Grover, University of Michigan-Ann Arbor
Susanna Calkins, Northwestern University
Don Gillian-Daniel, University of Wisconsin-Madison
Regina Frey & Alessandra York, Washington University in St. Louis
Anna Conway & Sally Wilson, Des Moines Area Community College
Judy Milton, University of Georgia
Our program will engage current and future STEM faculty in learning to teach more inclusively. Inclusive teaching reduces disparities around gender and among traditionally underrepresented minorities, as well as improves students' sense of belonging, self-efficacy and STEM identity, all factors that can increase retention and degree attainment. Over five years, we estimate this NSF IUSE project will prepare more than 500 current faculty and 4,000 STEM PhD students and postdoctoral scholars in inclusive teaching practices nationally, advancing the learning experiences of more than 25,000 STEM undergraduate students.
Our program goals are to: (1) Create and deliver content that demonstrably improves the awareness, confidence, and ability of PhDs, postdocs, and faculty to create inclusive STEM learning environments; (2) Build and sustain a diverse network of partners through learning communities of local facilitators; (3) Infuse knowledge, embed research, implement continuous assessment and evaluation throughout the project to advance our understanding of effective ways to create inclusive and effective STEM learning environments; (4) Develop, improve, and sustain ourselves and our team as an equity-based collaborative practicing inclusion.
Our program applies embodied case studies and improvisational dramatization to help participants build awareness and personal understanding of social identity, power and positionality. We feature multiple delivery formats, including massive open online courses, asynchronous and synchronous online learning opportunities, and in-person learning communities led by trained institutional facilitators. We will disseminate through partnerships and a community of practice created through train-the-trainer workshops, and all content will be offered as open educational resources. We seek to advance the scholarship around faculty development in inclusive teaching, determine best practices in scaling modes of delivery for different audiences in different contexts, report on models of in-person and online learning communities of facilitators and instructors, and explore sustainability through a national network of institutions.
Our program goals are to: (1) Create and deliver content that demonstrably improves the awareness, confidence, and ability of PhDs, postdocs, and faculty to create inclusive STEM learning environments; (2) Build and sustain a diverse network of partners through learning communities of local facilitators; (3) Infuse knowledge, embed research, implement continuous assessment and evaluation throughout the project to advance our understanding of effective ways to create inclusive and effective STEM learning environments; (4) Develop, improve, and sustain ourselves and our team as an equity-based collaborative practicing inclusion.
Our program applies embodied case studies and improvisational dramatization to help participants build awareness and personal understanding of social identity, power and positionality. We feature multiple delivery formats, including massive open online courses, asynchronous and synchronous online learning opportunities, and in-person learning communities led by trained institutional facilitators. We will disseminate through partnerships and a community of practice created through train-the-trainer workshops, and all content will be offered as open educational resources. We seek to advance the scholarship around faculty development in inclusive teaching, determine best practices in scaling modes of delivery for different audiences in different contexts, report on models of in-person and online learning communities of facilitators and instructors, and explore sustainability through a national network of institutions.