Naming, Reflecting, Becoming: STEM Faculty and the Work of Practice in CoP

• In Event: AERA Roundtable Session Friday 3:45 pm - Gold 3
  In Roundtable Session: Expanding the Development of Faculty

Abstract

This study examines how STEM faculty engaged in a Community of Practice (CoP) to develop or enhance equity-minded teaching practices. Using discourse analysis, this study explores how faculty articulated instructional change through reflection, value framing, and pedagogical design. During recent shifts in policy discourse, the study captures a meaningful moment in which equity commitments were expressed with clarity and care. The analysis examines how faculty discourse draws from and contributes to changes in STEM education. In alignment with AERA’s theme, this study contributes to faculty teaching and professional development by exploring how practitioners work within institutional contexts to develop equity-minded practice, connecting past efforts to present work, and providing insight into how educators imagine and shape future possibilities.

Authors

• Xinru Yan, University of Illinois at Urbana-Champaign

• Cherie Avent, University of Illinois at Urbana-Champaign