Teaching to Increase Diversity and Equity in STEM: Assessing Effectiveness Using Cultural Historical Activity Theory

• In Event: Marriott Roundtable Session 70
  In Roundtable Session: Equity by Design: STEM, Narrative, and Assessment

Abstract

Using Cultural-Historical Activity Theory (CHAT) as a framework, this paper explores the effectiveness of the TIDES Initiative of AAC&U’s Project Kaleidoscope. TIDES utilized a collective impact approach to bring together faculty from 19 U.S. institutions of higher education to engage in professional development, self-reflection, and campus-based course (re)design projects with the goal of enhancing faculty use of culturally responsive teaching styles and broadening participation in computer science. Using mixed-methods approaches, data were collected and analyzed from 2013-17. CHAT provides a lens for understanding the connections between the success of the project and its structure, which intentionally created a “safe, brave space” to mitigate cultural and historical hierarchies by race, gender, and discipline, in this faculty professional development project.

Authors

• Kelly M. Mack

• Kate Winter, Kate Winter Evaluation, LLC