Beliefs and Behaviors of Community College Faculty Participating in a Culturally Responsive Teaching Learning Program

• In Event: Innovative Faculty Practices: Mentorship, Equity, and Trauma-Informed Teaching in Community College Spaces

Abstract

The purpose of this mixed-methods study was to explore the relationship between beliefs about diversity and teaching behaviors of community college faculty who participated in the Culturally Responsive Teaching and Learning Seminar (CRTLS), a 20-hour professional learning seminar Fifty-two CRTLS faculty alumni completed a survey measuring their personal attitudes about diversity, professional beliefs about diversity, and frequency of implementing teaching practices associated with culturally responsive teaching based on their learning experience. Fifteen faculty participated in follow-up interviews to determine the ways in which the CRTLS impacted their teaching practices. Information from this study can help inform the design and implementation of higher education professional learning programs focused on best practices in supporting faculty in developing culturally responsive teaching practices.

Authors

• Maura O'Hare Hill, The Community College of Baltimore County

• Stephanie L Savick, Notre Dame of Maryland University

• Rachel E. Durham, Notre Dame of Maryland University

• Dallas Dolan, The Community College of Baltimore County