Supports and Barriers of Inclusivity in STEM College Classrooms

• In Event: 66.043 - STEM Teaching and Learning Environments

Abstract

STEM faculty trained in evidence-based teaching vary in the type of practices they adopt after training (Authors, 2018). Teaching practices and techniques that specifically promote sense of belonging of all students (inclusive teaching) were implemented less compared to active learning and formative assessment. Our work explores whether there are unique barriers and supports faculty encounter when implementing inclusive teaching relative to other types of evidence-based practices. Our data from 55 faculty show the prominent barriers to inclusive practices are distinct from other teaching categories. Commonalities and differences among supports and barriers across active learning, formative assessment, and inclusive teaching are presented. This work informs efforts to support faculty in transforming STEM classrooms to be equitable and inclusive of all students.

Authors

• Meghan Bathgate, Yale University

• Xinnian Chen, University of Connecticut - Storrs

• Mark Graham, Yale University

• Jennifer Frederick, Yale University