University Faculty Promoting STEM Equity by Redesigning Learning Opportunities

• In Event: Lesson Study Variation Across Contexts

Abstract

This paper examines university faculty engagement of lesson study (LS) practices in STEM in a large four-year Hispanic Service Institution (HSI) in Texas. The STEM Curriculum Redesign project adapts LS with an interdisciplinary group of faculty from education, engineering and physics. The paper draws from an ongoing longitudinal study on how academic literacy is expressed and appropriated by faculty and undergraduate students. Over 50% of students identify as Latinx, 41% speak a language other than English, and 20% are born outside the U.S. We use a case study, discourse-analytic approach to analyze how LS activities impact STEM faculty practices over time. Three promising themes describe impact of the project on STEM faculty practices and the gradual transformation of the curriculum.

Authors

• Lina M. Martin Corredor, Metropolitan State College of Denver

• Nguyen Dao, University of Texas San Antonio

• Juliet Langman, The University of Texas - San Antonio

• Jorge L. Solis, The University of Texas - San Antonio

• Karla Garza, University of Texas at San Antonio

• Victor Mendez