Supporting BIPOC Faculty Through a Remote Faculty Learning Community: Implications for Culture, Teaching, and Retention

• In Event: Faculty Development and Learning

Abstract

This study aimed to understand how a remote faculty learning community (FLC) affects culture and perceptions, knowledge, and implementation of evidence-based instructional practices (EBIP) for Black, Indigenous and People of Color (BIPOC). Research suggests BIPOC faculty often feel disconnected from institutional culture and have limited opportunities to engage in faculty development around teaching. FLCs play an important role in building a supportive culture as well as providing a means for faculty to engage in faculty development on the integration of EBIP. Our findings suggest FLCs positively affect BIPOC faculty perceptions of institutional culture and lead to positive changes in attitudes, knowledge, and plans to integrate EBIP. These findings have implications for BIPOC faculty retention and implementation of EBIP.

Authors

• Kem Saichaie, University of California, Davis

• Michelle Rossi, University of California Davis