Inclusion in the Classroom, Lab, and Beyond: Transferable Skills via an Inclusive Professional Framework for Faculty

Gillian-Daniel, Donald L.; Greenler, Robin; Bridgen, Sean; Dukes, April A.; Hill, Lucas B.

doi:10.1080/00091383.2021.1963158

Cited by 6 publications

(6 citation statements)

References 8 publications

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“…Identity awareness is an awareness of aspects of one's own social and cultural identities and how those identities are situated within larger intersecting systems of power. Intercultural mindfulness is the “ability to understand cultural differences in ways that enable one to interact effectively with others from different racial, ethnic, or social identity groups in both domestic and international contexts” ( Gillian-Daniel et al, 2021a ). Collectively, “these domains encompass many features of intercultural humility, including: 1) awareness of one's own cultural backgrounds, including intersecting social identities; 2) recognizing one's biases and privileges in relation to self and others; 3) committing to learning about others' cultural backgrounds; and 4) addressing disparities in relational power by, in part, learning to recognize power differentials” ( Gillian-Daniel et al, 2021a ).…”

Section: The Ipf: Societies As a Tool For Mental Model Changesmentioning

confidence: 99%

“…Intercultural mindfulness is the “ability to understand cultural differences in ways that enable one to interact effectively with others from different racial, ethnic, or social identity groups in both domestic and international contexts” ( Gillian-Daniel et al, 2021a ). Collectively, “these domains encompass many features of intercultural humility, including: 1) awareness of one's own cultural backgrounds, including intersecting social identities; 2) recognizing one's biases and privileges in relation to self and others; 3) committing to learning about others' cultural backgrounds; and 4) addressing disparities in relational power by, in part, learning to recognize power differentials” ( Gillian-Daniel et al, 2021a ). The more aware one is of aspects of one's own social and cultural identities, the identities of others, and how those identities are situated within larger, intersecting systems of power, the more equitably mindful one can be of impacts, decisions, and programming driven by those identities.…”

Section: The Ipf: Societies As a Tool For Mental Model Changesmentioning

confidence: 99%

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The Inclusive Professional Framework for Societies: Changing Mental Models to Promote Diverse, Equitable, and Inclusive STEM Systems Change

et al. 2022

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Science, technology, engineering, and mathematics (STEM) professional societies (ProSs) are uniquely positioned to foster national-level diversity, equity, and inclusion (DEI) reform. ProSs serve broad memberships, define disciplinary norms and culture, and inform accrediting bodies and thus provide critical levers for systems change. STEM ProSs could be instrumental in achieving the DEI system reform necessary to optimize engagement of all STEM talent, leveraging disciplinary excellence resulting from diverse teams. Inclusive STEM system reform requires that underlying “mental models” be examined. The Inclusive Professional Framework for Societies (IPF: Societies) is an interrelated set of strategies that can help ProSs change leaders (i.e., “boundary spanners”) and organizations identify and address mental models hindering DEI reform. The IPF: Societies uses four “I's”—Identity awareness and Intercultural mindfulness (i.e., equity mindset) upon which inclusive relationships and Influential DEI actions are scaffolded. We discuss how the IPF: Societies complements existing DEI tools (e.g., Women in Engineering ProActive Network's Framework for Promoting Gender Equity within Organization; Amplifying the Alliance to Catalyze Change for Equity in STEM Success' Equity Environmental Scan Tool). We explain how the IPF: Societies can be applied to existing ProS policy and practice associated with common ProS functions (e.g., leadership, membership, conferences, awards, and professional development). The next steps are to pilot the IPF: Societies with a cohort of STEM ProSs. Ultimately, the IPF: Societies has potential to promote more efficient, effective, and lasting DEI organizational transformation and contribute to inclusive STEM disciplinary excellence.

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Section: The Ipf: Societies As a Tool For Mental Model Changesmentioning

confidence: 99%

Section: The Ipf: Societies As a Tool For Mental Model Changesmentioning

confidence: 99%

The Inclusive Professional Framework for Societies: Changing Mental Models to Promote Diverse, Equitable, and Inclusive STEM Systems Change

et al. 2022

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“…During member-checking discussions with the faculty, some expressed that many FDPs are only limited to the worse-case scenarios and not tailored to the day-to-day situations of the classrooms. Some expressed lament for not having FDPs that properly train them to become counselors and mentors as they suggested that because of their roles in the classroom, they are usually put in these positions with minimal training for them (Gillian-Daniel, Greenler, et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

Nuestro Impacto: An Insider Look into the Connections between Our Past Experiences and Current Teaching and Mentoring Practices

Villanueva Alarcón,

Cruz Castro,

Mendoza-Garcia

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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This full research paper discusses the experiences of five Latiné/x faculty in engineering and what motivated them towards developing equity-minded educational practices for their undergraduate students. The five faculty participants provided written reflections on how their life and professional experiences have informed said practices. From a social constructionism paradigm and using narrative inquiry methodology, a combination of in vivo and descriptive coding (first cycle) followed by emergent and focused coding (second cycle) were used by the first three authors to generate a codebook. The theoretical frameworks of Community Cultural Wealth, LatCrit, and Hidden Curriculum guided the data analysis and interpretation process. Two layers of member-checking were conducted amongst the last two authors as well as additional Latiné/x faculty in engineering who were adjacent to this work and acknowledged at the end of the paper. From the analysis, four themes were identified: (a) Counter-storytelling, (b) Structural Determinism (c) Language Origins, and (d) Community Cultural-Navigational, Aspirational, Social, and Familial Capital. Two emerging themes identified were Arrebatos and Nepantla; and Hidden Curriculum. From the findings, a collective narrative was generated by weaving the stories and experiences of the authors. From the narrative, we conclude with recommendations for future faculty development programs as they consider faculties' non-Monolithic backgrounds, cultures, languages, and experiences in engineering education. It is the hope of this paper that more consciousness is raised on nuestro impacto (our impact) in the practice of engineering education.

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“…STEM reform initiatives focused on faculty professional development, such as the Aspire Alliance (Aspire), seek to diversify STEM faculty in part by preparing and educating faculty to integrate inclusive practices across their various student-focused (e.g., teaching, advising, research mentoring) and peer-focused (e.g., collegiality, and leadership) campus roles and responsibilities. This work is grounded in Aspire's Inclusive Professional Framework (IPF) [42], [43], [44]. This research-informed, holistic professional development framework involves three domains that operate together when engaging in inclusive practices.…”

Section: The Ipf and Aspire Summer Institutementioning

confidence: 99%

Creating Inclusivity in Engineering Teaching and Learning Contexts: Adapting the Aspire Summer Institute Model for Engineering Stakeholders

Beverly,

Gillian-Daniel

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Madison working with NSF INCLUDES ASPIRE Alliance. Her current work involves studying the Inclusive Professional Framework (IPF) to understand its effectiveness in creating more inclusive behaviors among STEM faculty. She recently received her doctoral degree in higher education from the University of Michigan, Ann Arbor. Her dissertation studied the effects of instruction in engineering classrooms on women's socioemotional outcomes including sense of belonging, engineering self-efficacy, and desire to remain in engineering.

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Inclusion in the Classroom, Lab, and Beyond: Transferable Skills via an Inclusive Professional Framework for Faculty

Cited by 6 publications

References 8 publications

The Inclusive Professional Framework for Societies: Changing Mental Models to Promote Diverse, Equitable, and Inclusive STEM Systems Change

The Inclusive Professional Framework for Societies: Changing Mental Models to Promote Diverse, Equitable, and Inclusive STEM Systems Change

Nuestro Impacto: An Insider Look into the Connections between Our Past Experiences and Current Teaching and Mentoring Practices

Creating Inclusivity in Engineering Teaching and Learning Contexts: Adapting the Aspire Summer Institute Model for Engineering Stakeholders

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