Validating the Use of Observation Protocols and Interviews for Characterizing Inclusive Practices in Undergraduate STEM Teaching

• In Event: AERA Roundtable Session 6
  In Roundtable Session: STEM: Teaching, Faculty, and Intercultural Competence

Abstract

We used a suite of instruments to examine undergraduate STEM instructors’ instructional practices and beliefs about inclusive STEM teaching. We assessed qualitative and quantitative data collected through classroom observations using two different observation protocols and conducted semi-structured interviews among seven faculty members from a participating institution. Data were analyzed in three formal coding rounds using a descriptive and interpretive process. We observed that when used together, the COPUS, SDI and the reflective interviews provide an in-depth analysis of qualitative and quantitative attributes of inclusive science teaching, discourse and corresponding beliefs . Such information can be used to develop professional development programs for undergraduate STEM faculty.

Authors

• Devarati Bhattacharya, Central Washington University

• Leighanna Hinojosa, Central Washington University

• Anne Egger, Central Washington University