STEM Students’ Perceptions of Instructional Practices Used Most, and Benefiting Learning and Belonging

• In Event: Building Inclusive STEM Communities: Equity, Belonging, and Advocacy for Underrepresented Students

Abstract

Science, Technology, Engineering, and Mathematics (STEM) faculty can use a range of practices to help students learn and feel they belong, however, predominant practices may diverge from those known to help students. Nested within a five-year project focused on embedding the use of student-centered, equitable teaching in courses across three institutions, we analyzed students’ (n = 1,530) open-ended responses about 89 courses taught by 33 instructors to understand instructional strategies they perceived to be used most, and those that benefited learning and belonging over two years. Results corroborate common practices (e.g., lecture), and reveal practices that support learning (e.g., active learning, assessment for learning), and belonging (e.g., instructor empathy). We discuss implications for STEM teaching/learning to improve students’ learning experiences.

Authors

• Dustin Sonny James Van Orman, Western Washington University

• Josie Melton, Western Washington University

• Dan Hanley, Western Washington University

• Abbey Gray, Western Washington University

• Greta Moses, Western Washington University

• Makayla Wilson, Western Washington University

• Anna Manry, Western Washington University

• Sophie Westermann, Western Washington University