On faculty development of STEM inclusive teaching practices

Bryan M. Dewsbury

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Career Development and Diversity Higher Education Research Studies Higher Education Practises and Engagement

Abstract

Faculty development of inclusive teaching practices has become more common in response to significant differences in STEM student retention between underrepresented minorities in the USA and students from other ethnic groups. Approaches to solve this have shifted from focusing on student deficits to changing campus culture, including the mindsets of instructors who teach STEM courses. In this article, I argue that based on the literature informing the conceptual frameworks used for faculty development in inclusive teaching, faculty developers should reframe the message of their workshops to focus participants more on the scope of the journey, and shift the direction of overall efforts some to redevelop pedagogical training at the graduate and postdoc levels. Informed by historical as well as recent theories on the role of higher education to society, I highlight the areas of the literature that can effectively inform our current approaches to inclusion. I also briefly review the reasons why this approach is needed, and include suggestions for new faculty development approaches for long-term sustainable change in STEM inclusive education at the postsecondary level.

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2015Democracy and Education 1995Stereotype threat and the intellectual test performance of African Americans.1997Immigration, Acculturation, and Adaptation 2006From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools 2011Culturally responsive teaching: theory, research, and practice 1997Talking about Leaving: Why Undergraduates Leave the Sciences 2006Best Practices or Best Guesses? Assessing the Efficacy of Corporate Affirmative Action and Diversity Policies 2011A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students

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