Exploring Faculty Reflections on DEI in STEM
Edward Mosteig, Loyola Marymount University
Kim Misa, Loyola Marymount University
LEARNER OUTCOMES:
1. Explore the diverse motivations driving faculty participation in professional development with a DEI focus.
2. Critically examine how faculty motivation shapes their commitment to implementing inclusive teaching practice.
3. Examine how motivations can vary among different faculty subgroups, such as discipline, career stage, and personal background.
Keywords:
Faculty Development, DEI, Program Assessment
Key Statement:
This study explores faculty reflections on a year-long DEI program, highlighting shifts towards more inclusive teaching and equitable learning environments in STEM.
TRANSCRIPT:
This study explores faculty motivations for participation in a yearlong program promoting Diversity, Equity, and Inclusion (DEI) among STEM faculty at a midsized, primarily undergraduate institution. Before the program began, faculty responses were gathered, highlighting their motivations for participating, which included their goals to challenge personal assumptions, expand their understanding of equity and inclusion, and adopt inclusive teaching practices in their classrooms.
Findings highlight a spectrum of readiness to change. Future analyses will look at the impact on participants in relation to shifting of mindsets and approaches to equity and inclusion in the classroom and beyond.
Questions
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Q&A with Presenters / Poster Reception
Thursday, January 9th, 2025
5:30 - 6:30 PM
Brickstone
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References:
Bouwma-Gearhart, J. (2012). Research university STEM faculty members’ motivation to engage in teaching professional development: Building the choir through an appeal to extrinsic motivation and ego. Journal of Science Education and Technology, 21(5), 558-570. https://doi.org/10.1007/s10956-011-9346-8
Johnson, K. M. S. (2019). Implementing inclusive practices in an active learning STEM classroom. Advances in Physiology Education, 43, 207-210. https://doi.org/10.1152/advan.00045.2019
Moriarty, M. A. (2007). Inclusive pedagogy: Teaching methodologies to reach diverse learners in science instruction. Equity & Excellence in Education, 40(3), 252-265. https://doi.org/10.1080/10665680701434353