Examining STEM faculty development to promote student belonging through inclusive teaching

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dc.contributor.advisorKameen, Marilyn C.
dc.contributor.advisorNava, Michael E., 1972-
dc.contributor.committeeMemberPatterson, Kristin
dc.contributor.committeeMemberJustiz, Manuel
dc.creatorHughes, Kimberly K.
dc.date.accessioned2024-07-25T00:46:56Z
dc.date.available2024-07-25T00:46:56Z
dc.date.created2024-05
dc.date.issued2024-05
dc.date.submittedMay 2024
dc.date.updated2024-07-25T00:46:57Z
dc.description.abstractThis study explored the ways that STEM faculty learn about, design, and implement inclusive STEM teaching practices to improve student belonging. An interpretive phenomenological approach was employed to understand the personal experiences and thought processes of faculty as they worked to further develop their understanding of issues of equity and inclusion and transform their teaching conceptions and practices. STEM disciplines suffer from poor participation rates for women and students from historically marginalized racial and ethnic backgrounds and could address long-standing problems of persistence, in part, by attending to issues of student belonging. Faculty represent a linchpin for fostering student academic belonging in STEM through the instructional decisions they make. Faculty development structures and approaches that led to shifts toward inclusive teaching conceptions and practices are discussed. Successfully scaling inclusive teaching practices across STEM departments and colleges will require investments in comprehensive, multi-faceted approaches to faculty development.
dc.description.departmentEducational Leadership and Policy
dc.format.mimetypeapplication/pdf
dc.identifier.uri
dc.identifier.urihttps://hdl.handle.net/2152/126153
dc.identifier.urihttps://doi.org/10.26153/tsw/52690
dc.subjectScience education
dc.subjectFaculty development
dc.subjectMathematics education
dc.subjectHigher education
dc.subjectInclusive teaching
dc.titleExamining STEM faculty development to promote student belonging through inclusive teaching
dc.typeThesis
dc.type.materialtext
local.embargo.lift2026-05-01
local.embargo.terms2026-05-01
thesis.degree.collegeCollege of Education and Human Development
thesis.degree.departmentEducational Leadership and Policy
thesis.degree.disciplineHigher Education Leadership
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.nameDoctor of Education

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