Embracing Inclusion in the STEM Classroom: Theory and Practice
Abstract: Instruction in Higher Education requires faculty promote cultural diversity and inclusion in the classroom. Recognizing and incorporating the diversity of learners is a critical step for educators valuing learner contributions in the course design and embracing alternative methods for engaging learners. While historical models of STEM instruction often do not prioritize these practices, research indicates that learner identity and experience is pertinent in STEM classroom settings as well. The purpose of this workshop is to engage STEM instructors in identifying learner experiences and needs in the classroom, and incorporate instructional design practices in order to implement changes to their current course design and delivery. Incorporating these elements has been shown to increase learner engagement and retention. First, participants will engage with theoretical models relevant to the classroom setting that supports the inclusion of learner experience and identity. Then, participants will read and discuss practical case studies from STEM higher education institutions. Finally, participants will develop at least one strategy for how they can make their own classrooms more inclusive, learner-centered spaces.
Presider: Rebecca M. Reese, Colorado School of Mines