Spencer Foundation Grant by Raeshan D Davis

Spencer Foundation Grant by Raeshan D Davis https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034 en-us 2023-01-11 02:22:57 UTC 2026-02-12 16:03:01 UTC hello@padlet.com Study Focal Areas raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440219976 Inclusive teaching practices
Culturally responsive pedagogy
Teaching innovations

]]> 2023-01-11 02:33:25 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440219976 Known Potential Factors impacting willingness to change pedagogy raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440221026 Motivation
Autonomy & Agency
Self-efficacy
Organizational context / mission
Intersectionality (differences in self-efficacy, motivations, etc.)
Knowledge/Competencies
Departmental Context - Communities of Practice]]> 2023-01-11 02:34:49 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440221026 What are the challenges impacting the one's ability to engage in culturally responsive pedagogy? raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440222013 2023-01-11 02:36:10 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440222013 Core questions raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440224362 What is a faculty member's willingness to
1) Want to change pedagogy? (Motivation)
2) Position and power to change pedagogy? (Autonomy)
3) Ability to know how to change pedagogical style? (Self-efficacy)
4) In an environment supporting pedagogical change? (Organizational context)
5) Empowered to change pedagogy? (Confidence)

Who is the marginalized group that is less likely to engage in culturally responsive pedagogy?]]> 2023-01-11 02:39:23 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440224362 Data sources and Letters of Support raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440232421 Criteria

Institutions with high enrollment (determine a percentage) of racial and ethnic minorities in STEM disciplines
Cross-section of institutions representative of private and public HBCUS, HSIs, MSIs and PWIs.

Auburn University

Albany State University

Florida Agricultural and Mechanical University

Louisiana State University

Morgan State University
North Carolina A & T

Southern University

Spelman College

Texas A & M

Tulane University

University of South Florida

Vanderbilt University

]]> 2023-01-11 02:48:43 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440232421 Research Methods raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440234542 Mixed methods

Quantitative:
Demographic survey
Inventory of Inclusive Practices (Awareness and Engagement in)
Measures on identity/intersectionality, motivation,
autonomy, self-efficacy, and organizational context

Qualitative:
Focus groups: Institutional contexts (opportunities and challenges) to teaching innovations
Individual Interviews; Faculty participating in inclusive teaching practices- gain an understanding of the development and implementation

Ethnographic research (Exemplar sites)
-Observational analysis
-Narrative research / Vignettes]]> 2023-01-11 02:51:26 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440234542 Culturally responsive pedagogy theory (Ladson-Billings) raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440238962 Culturally responsive pedagogy theory (Ladson-Billings)
https://journals.sagepub.com/doi/abs/10.3102/00028312032003465

]]> 2023-01-11 02:57:19 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440238962 raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440239728 Intrinsic/Extrinsic Motivation as predictors of personal action

Hardré, P.L., et al., Faculty motivation to do research: Across disciplines in research-extensive universities. Journal of the Professoriate, 2011. 5(1): p. 35-69.
Harackiewicz, J.M., Intrinsic and extrinsic motivation: The search for optimal motivation and performance. 2000: Academic Press.
Pintrich, P.R. and D.H. Schunk, Motivation in education: Theory, research, and applications. 2002: Prentice Hall.
Deci, E.L. and R. Flaste, Why we do what we do. 1995: Putnam Publishing Group

]]> 2023-01-11 02:58:17 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440239728 raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440240027 Self-efficacy:
evidence of skillsets needed to engage in personal action

Bandura, A., Self-efficacy: The exercise of control. 1997: Macmillan.
Reeve, J., Motivating others: Nurturing inner motivational resources. 1996: Allyn & Bacon.
Hardré, P., et al., What motivates university faculty members to do research?: Tenure-track faculty in research-extensive universities. Journal of the Professoriate, 2007. 2(1): p. 75-99.

]]> 2023-01-11 02:58:42 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440240027 Theoretical Contexts raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440240184 2023-01-11 02:58:55 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440240184 Core Streams of Thought raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440243026 The proposed research study seeks to explore the interplay of inclusive and culturally responsive pedagogies, classroom practice, and institutional contexts impacting STEM faculty's willingness and ability to engage in teaching innovations.

Faculty willingness to engage in inclusive and culturally responsive teaching practices

Faculty ability to implement inclusive and culturally responsive teaching practices]]> 2023-01-11 03:02:53 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440243026 What contexts and supports are necessary for faculty to engage in inclusive and culturally responsive teaching practices? raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440257767 2023-01-11 03:21:31 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440257767 What are the internal and external factors impacting willingness to implement inclusive and culturally responsive teaching practices? raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440263395 2023-01-11 03:28:42 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440263395 How Learning Works: Seven Research-Based Principles for Smart Teaching (Inclusive Teaching Practices) raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440265860 https://firstliteracy.org/wp-content/uploads/2015/07/How-Learning-Works.pdf]]> 2023-01-11 03:32:07 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440265860 raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440267267 https://acue.org/inclusive-teaching-practices-toolkit/]]> 2023-01-11 03:34:01 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440267267 Are there differences in faculty willingness to engage in inclusive teaching practices based on their intersectional identities? raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440276455 Differences in self-efficacy, motivations, autonomy, etc.]]> 2023-01-11 03:46:36 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440276455 Problem Statement- LOI zwilson25 https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440995171 Faculty engagement and teaching innovations (e.g., Math Emporium, SCALE-UP, POGIL, Peer Instruction, and other active pedagogies) have been shown to increase student engagement and success. While a large body of education research has focused on innovative teaching practices, more needs to be understood about the interplay of inclusive and culturally responsive pedagogies, classroom practice, and institutional contexts. Notably, discipline-based education research (DBER) in the science, technology, and engineering (STEM) fields has advanced understanding of how discipline-specific pedagogical approaches impact cognition and ways of thinking and the nature and development of expertise. More work needs to be completed on translating DBER findings into classroom practice through faculty adoption and implementation. Moreover, more DBER is necessary to advance our understanding of pedagogical practices that broaden the participation of women and underrepresented racial and ethnic minorities within and across different STEM disciplines. What types of inclusive teaching practices positively impact the culture of STEM classrooms, student affect, persistence, graduation, and learning outcomes of groups vulnerable to attrition from STEM disciplines? What contexts and supports are necessary for faculty to engage in inclusive and culturally responsive teaching practices? This project will investigate these questions.

References

1. Rouseff‐Baker, F., Leading change through faculty development. New directions for community colleges, 2002. 2002(120): p. 35-42.

2. Eble, K.E. and W.J. McKeachie, Improving Undergraduate Education through Faculty Development. An Analysis of Effective Programs and Practices. 1985: ERIC.

3. Twigg, C.A., The Math Emporium: Higher Education's Silver Bullet. Change: The Magazine of Higher Learning, 2011. 43(3): p. 25-34.

4. Gaffney, J.D., et al., Scaling up education reform. Journal of College Science Teaching, 2008. 37(5): p. 48.

5. Moog, R.S. and J.N. Spencer, Process oriented guided inquiry learning (POGIL). 2008: Oxford University Press, USA.

6. Mazur, E. and R.C. Hilborn, Peer Instruction: A User's Manual. Physics Today, 1997. 50: p. 68.

7. Dancy, M. and C. Henderson, Pedagogical practices and instructional change of physics faculty. American Journal of Physics, 2010. 78(10): p. 1056-1063.

8. Borrego, M., J.E. Froyd, and T.S. Hall, Diffusion of engineering education innovations: A survey of awareness and adoption rates in US engineering departments. Journal of Engineering Education, 2010. 99(3): p. 185-207.

9. Macdonald, R.H., et al., Teaching methods in undergraduate geoscience courses: Results of the 2004 On the Cutting Edge survey of US faculty. Journal of Geoscience Education, 2005. 53(3): p. 237-252.

10. Science, A.A.f.t.A.o., Achieving Systemic Change: A Sourcebook for Advancing and Funding Undergraduate STEM Education. Ed. C. Fry, Association of American Colleges and Universities, 2014.

]]> 2023-01-11 15:30:54 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2440995171 Lit Review: Theory and Methods contexts raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2441526427 Specific constructs and factors/measures
Identity/Intersectionality
Autonomy
Motivation
Self-efficacy
Organizational context

Social constructivism
Mindset theory
Three strands of motivation theory: intrinsic/extrinsic, autonomy, self-determination

Sources cited and rationale for measures used

**Review the Ed Research proposal]]> 2023-01-11 22:48:39 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2441526427 What do faculty know how to do? zwilson25 https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2453301888 Inventory of Inclusive Practices in use in STEM classrooms]]> 2023-01-23 14:27:35 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2453301888 What do faculty feel comfortable doing? zwilson25 https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2453302672 Self-Efficacy]]> 2023-01-23 14:28:04 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2453302672 What do faculty actually do? zwilson25 https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2453304228 Autonomy
Organizational Context
Motivation]]> 2023-01-23 14:29:02 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2453304228 Who are faculty connected to in doing this work? zwilson25 https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2453304867 Organizational Context
Communities of Practice]]> 2023-01-23 14:29:26 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2453304867 How are they learning about practices and developing competencies? zwilson25 https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2453305928 Professional Development
Organizational Context
Communities of Practice]]> 2023-01-23 14:30:04 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2453305928 Universal Design for Learning (UDL) zwilson25 https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2453316092 2023-01-23 14:36:25 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2453316092 Social Constructivism zwilson25 https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2453320545 Learning is collaborative and community-based.]]> 2023-01-23 14:39:10 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2453320545 Mindset Theory zwilson25 https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2453329135 Mindset theory describes core assumptions about the malleability of personal qualities (Dweck & Leggett, 1988). The theory represents a social-cognitive approach that stems from goals and goal-oriented behavior and relates to individual differences in beliefs and values (Dweck & Leggett, 1988)

Dweck C. S., Leggett E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273. https://doi.org/10.1037/0033-295X.95.2.256]]> 2023-01-23 14:44:11 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2453329135 What do they want to do? zwilson25 https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2453332149 Motivation
Mindset Theory
Interests]]> 2023-01-23 14:45:52 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2453332149 Relevant Literature raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2456456830 Citations List Linked Here]]> 2023-01-25 16:50:08 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2456456830 Instructional Practices raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2456457299 Petersen et al (2020): The tyranny of content:“Content coverage” as a barrier to evidence-based teaching approaches and ways to overcome it

Phillips et al (2020): Progressing STEM Education Using Adaptive, Responsive Techniques to Support and Motivate Students

Manduca et al (2017): Improving undergraduate STEM education: The efficacy of discipline-based professional development

Landrum et al (2017): Assessing the STEM landscape: The current instructional climate survey and the evidence-based instructional practices adoption scale

Talbot et al (2015): Transforming undergraduate science education with learning assistants: Student satisfaction in large-enrollment courses

National Research Council (2011): Promising practices in undergraduate science, technology, engineering, and mathematics education: Summary of two workshops

Smith, K (2011): Cooperative learning: Lessons and insights from thirty years of championing a research-based innovative practice

Henderson et al (2011): Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature

Smith et al (2009): Supportive teaching and learning strategies in STEM education]]> 2023-01-25 16:50:26 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2456457299 STEM Higher Ed Landscape Analysis raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2456457771 Reinholz et al (2019): STEM is not a monolith: A preliminary analysis of variations in STEM disciplinary cultures and implications for change

Landrum et al (2017): Assessing the STEM landscape: The current instructional climate survey and the evidence-based instructional practices adoption scale

Allen-Ramdial et al (2014): Reimagining the pipeline: Advancing STEM diversity, persistence, and success

Henderson et al (2011): Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature

Henry, R (2010): An assessment of STEM faculty involvement in reform of introductory college courses

Fairweather, J (2008): Linking evidence and promising practices in science, technology, engineering, and mathematics (STEM) undergraduate education

]]> 2023-01-25 16:50:43 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2456457771 Communities of Practices/ Faculty Development raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2456457991 Lane et al. (2022): Context and content of teaching conversations: exploring how to promote sharing of innovative teaching knowledge between science faculty

Price et al (2021): Analyzing a faculty online learning community as a mechanism for supporting faculty implementation of a guided-inquiry curriculum

O'Leary et al (2020): Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops

Lane et al (2019): Investigating how faculty social networks and peer influence relate to knowledge and use of evidence-based teaching practices

Gehrke et al (2017): The roles of STEM faculty communities of practice in institutional and departmental reform in higher education

Whittaker et al (2014): Cultivating institutional transformation and sustainable STEM diversity in higher education through integrative faculty development

Nadelson et al (2013): A journey toward mastery teaching: STEM faculty engagement in a year-long faculty learning community

]]> 2023-01-25 16:50:53 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2456457991 Faculty perspectives raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2456459082 Xie et al. (2022): STEM faculty’s perspectives on adopting culturally responsive pedagogy

Sturtevant et al (2019): The STEM faculty instructional barriers and identity survey (FIBIS): Development and exploratory results

Samuels, A (2018): Exploring Culturally Responsive Pedagogy: Teachers' Perspectives on Fostering Equitable and Inclusive Classrooms (K - 12 perspective)

Shadle et al (2017): Faculty drivers and barriers: laying the groundwork for undergraduate STEM education reform in academic departments

Miorelli et al (2015): Improving faculty perception of and engagement in STEM education

]]> 2023-01-25 16:51:25 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2456459082 CRP and/or CRT in Practice raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2456463238 Copeland et al. (2022): Culturally Relevant Pedagogies (CRP) and Culturally Responsive Teaching (CRT) in Science Education: Black Success Stories in Ontario

Eppard et al (2021): EdTech Culturation: Integrating A Culturally Relevant Pedagogy into Educational Technology

Marosi et al (2021): Culturally relevant pedagogies in science education as a response to global migration

Hamstra et al (2021): Incorporating Culturally Relevant Education (CRE) in STEM Gateway Courses

Codding et al (2021): From professional development to pedagogy: Examining how Computer Science teachers conceptualize and apply culturally responsive pedagogy

Brown et al (2019): Moving culturally relevant pedagogy from theory to practice: Exploring teachers’ application of culturally relevant education in science and mathematics

Yuen et al (2016): A culturally relevant pedagogical approach to computer science education to increase participation of underrepresented populations

Charleston et al (2014): Using culturally responsive practices to broaden participation in the educational pipeline: Addressing the unfinished business of Brown in the field of computing sciences]]> 2023-01-25 16:54:01 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2456463238 What are the differences based on STEM discipline? raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2456635493 2023-01-25 18:51:34 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2456635493 What is not known based on the relevant lit? raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2456652771 Analysis of CRP Pedagogy to practice based on STEM disciplines. What's the same? What's different?

How are they learning about practices and developing competencies (beyond communities of practice)?

Faculty motivations and interests to engage in CRP

How do faculty move from interest to execution for pedagogical change?

How are faculty implementing pedological changes while remaining in line with department wide expectations and content expectations broadly? by discipline?

How does the department structure create barriers and limit flexibility for instructors to make changes of their STEM entry level courses?]]> 2023-01-25 19:01:16 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2456652771 What is known based on the relevant lit? raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2456673881 Assessment of the current landscape highlighting the need to 1) engage faculty for pedagogical advancement
2) assess and change teaching practices based on disciplinary cultures and practices
3) Inclusive and/or CR teaching practices being implemented case by case (but no indication of widespread discipline changes/adoption)

Innovative instructional practices are being implemented.

Communities of practice are a key source of faculty development and exposure to innovative teaching practices.

]]> 2023-01-25 19:16:27 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2456673881 Questions to Explore raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2456748884 1) How do faculty evolve from interest to execution for pedagogical change? (Faculty motivations and interests to engage in inclusive, CR practices)

2) How are faculty implementing pedological changes while remaining in line with department wide expectations and content expectations broadly? by discipline? (Analysis of CRP Pedagogy to practice based on STEM disciplines. What's the same? What's different?)

3) How does the department structure impact one's ability to make changes of their STEM courses?

4) How are they learning about practices and developing competencies (beyond communities of practice)?

]]> 2023-01-25 20:15:59 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2456748884 Research Project Strategy raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2458085212 2023-01-26 19:04:54 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2458085212 Question 1: How do faculty evolve from interest to execution for pedagogical change? (Faculty motivations and interests to engage in inclusive CR practices) raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2458085991 2023-01-26 19:05:29 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2458085991 Connection to Theory raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2458086340 2023-01-26 19:05:46 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2458086340 Question 2: How are Chemistry faculty implementing pedological changes while meeting department-wide and content expectations broadly? raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2458096824 Subquestion: Are there similarities and differences in comparison to other STEM disciplines?]]> 2023-01-26 19:13:40 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2458096824 Suggested Questions raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2458097439 Can you describe the ways in which you engage in professional development in your discipline?

How does the department structure impact one's ability to make changes to their STEM courses?

How are they learning about practices and developing competencies (beyond communities of practice)?]]> 2023-01-26 19:14:10 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2458097439 Theories raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2458115105 Mindset Theory
Motivation Theory
Self-Efficacy
Culturally relevant pedagogy
Learning Strategy and Curriculum Development Resources]]> 2023-01-26 19:27:49 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2458115105 Theories raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2458116137 Universal design for learning
Organizational context

]]> 2023-01-26 19:28:41 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2458116137 Research Methods raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2458135380 Survey
Inventory of Inclusive Practices in use in STEM classrooms
Landrum et al (2017): Instructional climate survey and the evidence-based instructional practices adoption scale

Interviews or Focus Groups: Faculty implementing CRP in courses
1) Chemistry Ed faculty
2) STEM faculty across various disciplines

Observations
CRP and inclusive instructional practices in action in a course.]]> 2023-01-26 19:44:54 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2458135380 What assertions are we making about why faculty may or may not participate in CRP practices— based on the theories and relevant literature? raeshand https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2468581351 Affirmative
Faculty may be participating in CRP practices because of their own lived experiences/ identities and recognize its importance for representation/relevance.

Faculty may be participating in CRP practices because they recognize the non-inclusive nature of the current curriculum

Faculty may be participating in CRP practices to connect with the student demographic they are educating.

Faculty may be participating in CRP practices because it is a department or institution-wide shift in adapting curriculum to its students

Non-affirmative
Faculty may not be participating in CRP practices because they do not see/have the opportunity to change the content and remain in line with expectations.

Faculty may not be participating in CRP practices because they do not know how to adapt their curriculum.

Faculty may not be participating in CRP practices because they do not share common identities with their students or cannot relate to their experience.

Faculty may not be participating in CRP practices because of the fear of backlash from their department or institution.

Faculty may not be participating in CRP practices because their state's political context is not accepting of CRP. ]]> 2023-02-04 18:15:00 UTC https://padlet.com/raeshand/7bfbqdey0h3agi9l1674076034/wish/2468581351