Advancing Inclusive Practices in STEM Education Through a Transformative Process

• In Event: Faculty Development

Abstract

There is an undeniable need for inclusive learning environments in STEM higher education. Initiatives such as the NSF Eddie Bernice Johnson INCLUDES Aspire Alliance have focused on faculty and administrator professional development in order to create change agents that enact DEI efforts in STEM spaces. We present the Inclusive Faculty Transformation Framework to understand how individuals in STEM gain self-awareness through reflection of identity, develop empathy as a result, and gain self-efficacy to enact inclusive practices either at a personal, localized, or institutional level. Qualitative longitudinal data of 21 participants revealed that many individuals matched the process discussed in our framework. Implications for practice include recognizing the benefits of STEM professional development that centers identity exploration.

Authors

• Selyna Perez Beverly, Eastern Michigan University

• Lucas B. Hill, University of Wisconsin - Madison

• Regina F. Frey, University of Utah