Author(s):
Building Educational Theory through Enacting Reforms (BETTER) in STEMNeedWhile minoritized, low-income, and first-generation students in undergraduate STEM programs benefit the most from research-based instructional strategies (RBIS), such as active learning strategies, they are least likely to experience them (AAAS, 2019; Kuh, 2008; Museus, Paler, Davis & Maramba, 2011). We have a collaborative project across three institutions to embed the use of equitable, student-centered instructional strategies within undergraduate STEM courses and departments. We employ the Four Categories of Change Strategies model (Henderson, Beach, and Finkelstein, 2011) to generate new knowledge about how change strategies can be implemented and sustained. Three distinct institutions are participating in this project (a community college (Whatcom), a regional comprehensive university (Western Washington University), and a large, predominantly Hispanic-serving emerging research university (University of Texas Rio Grande Valley). Guiding QuestionIn line with the four categories of change model, the project goals are to: 1) Develop a shared framework that operationalizes RBIS and includes equity and inclusion as key components, 2) Develop the knowledge and skills of STEM faculty and department chairs around the shared framework, 3) Engage Instructional Change Teams of faculty members in structured, peer observations for feedback, and 4) Collaborate with department chairs and faculty leaders to facilitate departmental-level conversations about the barriers and supports to faculty’s use of equitable, student-centered teaching and learning strategies. Outcomes Implementation of the Four Categories of Change Strategies model has created a space for participants from a variety of institutional positions (instructors, researchers, administrators) to see the specific strategies we are employing to address each change category and share the ways their work is addressing the change categories through similar or different approaches. The instructional framework contains 31 indicators that highlight research-based practices organized into the following four components: 1) Culture & Environment, 2) Curriculum & Content, 3) Discourse & Language, and 4) Assessment for Learning. The framework integrates equitable, inclusive strategies with active, student-centered pedagogies and is applicable across all STEM disciplines. Workshops, Resources, Instructional change teams, surveys of student experiences and faculty implementation, peer observations and individual development plans are helping faculty implement the practices from the framework.Broader Impacts Our collaboration with STEM faculty is grounded in a design-based research approach that brings together STEM education researchers and STEM faculty. This is an innovative approach to develop practical implementation strategies for equitable and inclusive STEM pedagogy and develop buy-in from STEM faculty and departments. The research-based framework and resources we have developed for faculty development in equitable and inclusive pedagogy are being vetted for implementation across three different institutions. This will help increase the applicability and generalizability of the research findings about the faculty, departmental, institutional, and cultural factors that support and/or inhibit the effective implementation of the proposed change strategies to improve equitable and inclusive STEM undergraduate education. Minoritized populations are underrepresented in STEM careers and to embrace 21st century needs, this must change. Transforming STEM education is key to recruiting, retaining, and advancing successful STEM careers for minoritized populations.
Coauthors
Dan Hanley (Western Washington University, Bellingham, WA); Pat Burnett (Whatcom Community College, Bellingham, WA)
