Online teaching labs: changes in design and facilitation for teacher learning in synchronous professional development

Amador, Julie M.; Gillespie, Ryan; Carson, Cynthia; Kruger, Jennifer

doi:10.1080/19415257.2021.2013929

Cited by 3 publications

(1 citation statement)

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“…Despite the importance of a faculty member's role in fostering a sense of belonging in students in STEM courses, more work is needed to explore faculty-designed classroom interventions that promote a student's sense of belonging. Curricula integrating social justice and environmental justice have been integrated into the chemistry classroom as a means to increase the relevance of chemistry to students and help them understand their role in being agents of change [24][25][26][27]. A new chemistry curriculum has been argued for, as a path to increasing representation of underrepresented groups in STEM [28].…”

Section: Introductionmentioning

confidence: 99%

The Benefits of Enlightenment: A Strategic Pedagogy for Strengthening Sense of Belonging in Chemistry Classrooms

Stoddard

2022

Education Sciences

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Science, technology, engineering, and mathematics (STEM) fields have remained stagnant in increasing diversity. An important factor in increasing diversity is building and supporting diverse cohorts of future STEM professionals in our classrooms. A strong sense of belonging in STEM has been demonstrated to increase persistence of women, underrepresented minorities, and first-generation college students in STEM or the college atmosphere. Therefore, it is important that STEM faculty develop inclusive teaching strategies to increase and support this sense of belonging in STEM for all students. This work evaluates a faculty-developed assignment implemented in Fall 2020 at a liberal arts college on a student’s sense of belonging in STEM. The results demonstrated that this semester-long project increased students’ sense of belonging in STEM. Current literature about any faculty-developed assignments focused on supporting a student’s sense of belonging and awareness of diversity in STEM implemented in chemistry courses is limited. This work represents a new approach grounded in inclusive pedagogy that can be utilized in addition to other institutional and departmental support structures to increase diversity and equity in STEM.

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