ERIC Number: EJ1435884
Record Type: Journal
Publication Date: 2024-Aug
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0742-5627
EISSN: EISSN-1573-1758
Facing the Challenge: Connecting Concepts to Practice to Improve STEM Faculty Professional Development
Innovative Higher Education, v49 n4 p735-755 2024
The National Science Foundation-funded Eddie Bernice Johnson INCLUDES Aspire Alliance (Aspire) has made efforts to address broadening participation in STEM through multiple initiatives, including faculty professional development. Aspire, recognizing the positive outcomes related to inclusive teaching, developed the Inclusive Professional Framework (IPF), a conceptual framework that was designed to address equity in STEM. The IPF is focused on foundational awareness, knowledge, and skill development that can be applied to all areas of faculty responsibilities, and in turn ensures that faculty are engaged in not only inclusive teaching, but inclusive practices across their multiple roles with students and colleagues. The IPF was created to center a reflective process, which in turn leads to self-reflexivity. The Aspire team found operationalizing the framework in concrete ways and building faculty skills in self-reflexivity to be more challenging than they had anticipated. Through qualitative interviews, this paper highlights the challenges inherent in moving from conceptual framework to practice by examining how developers and facilitators of the framework conceptualized the IPF and how they attempted to operationalize it in their personal or professional lives. This paper also underscores the nuancing that occurs as individuals continue to make sense of a framework after it is initially published and they begin to use it in their practice--field testing the ideas and concepts in the real world. This knowledge is especially helpful to faculty developers that work in centers for teaching and learning, higher education administrators, and faculty.
Descriptors: College Faculty, Faculty Development, STEM Education, Inclusion, Teaching Methods, Self Evaluation (Individuals), Reflective Teaching, Theory Practice Relationship
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1834518; 1834522; 1834510; 1834513; 1834526; 1834521