STEM Faculty Exploring Disciplinary Literacy, Equity, and Success at a Hispanic-Serving Institution

• In Event: Audience, Department, and Discipline

Abstract

This qualitative case study examines how engineering faculty, involved in a series of lesson study (LS) collaborations with education faculty, orient to supporting culturally and linguistically diverse undergraduate students and in particular, Latinx students at a Hispanic Serving Institution (HSI) in south central Texas. The analysis draws from a four-year longitudinal study involving physics and engineering faculty. Findings discuss three interrelated themes related to creating more equitable and inclusive learning contexts. Findings from this case study demonstrate how interdisciplinary collaborations can produce opportunities for STEM faculty to consider ways of doing research on their own teaching. This study offers insights from STEM faculty on what it means to create more inclusive, engaging, and dynamic learning activities at a HSI.

Authors

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

• Juliet Langman, Kennesaw State University

• Janeth Martinez-Cortes, University of Texas - San Antonio

• Elizabeth A. McMillan, University of Texas - San Antonio

• Cynthia Gibson, University of Texas - San Antonio

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

• Hector Rafael Castrillon-Costa, University of Texas - San Antonio