The Role of Fit in STEM Teaching-Focused Faculty Experiences: A Qualitative Inquiry

• In Event: Research In Progress Roundtables Session 4
  In Invited Roundtable: Faculty Experiences, Online Learning, and Student Outcomes in Higher Education (Table 15)

Abstract

In this work in progress study, we extend the concept of academic fit (how a faculty member perceived their belonging within an organization and/or department) to the STEM teaching-focused professoriate. Our findings, based on 12 in-depth interviews, suggest that while Latine teaching focused faculty contribute significantly and effectively to service and teaching, their efforts are often perceived of as less important than their research-focused peers. While these faculty actively work to promote and progress teaching innovations within departments and for students, departments are often not fully aware of how best to utilize their unique skillsets. Respondents cite issues of feeling discounted based on their role as teaching faculty based on their treatment from both colleagues and students.

Authors

• Joseph Leon Henry, University of California - Irvine

• Eva Fuentes-Lopez, University of California - San Diego

• Natascha Trellinger Buswell, University of California - Irvine

• Stanley Lo, University of California - San Diego

• Alegra Eroy-Reveles, University of California - Santa Cruz