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This research explores an equity-minded approach to broadening participation in high-impact practices (HIPs) in information systems (IS) education. HIPs have been shown to enhance student engagement, learning, and success for all students with outsized gains for historically underserved groups in the U.S. Despite these salutary benefits, underserved groups often face systemic barriers to authentic access and participation in HIPs. Barriers include non-inclusive and unwelcoming learning environments, faculty beliefs regarding student ability, and outdated teaching practices. To address these challenges, this paper develops a framework for broadening participation in HIPs through “high-impact faculty development” focused on three key strategies: (1) cultivating an equitable and inclusive learning environment, (2) incorporating microaffirmations into everyday teaching, and (3) adopting evidence-based, inclusive teaching practices. By advancing this framework, the research contributes to the growing body of literature on social inclusion in IS education and offers a pathway for broadening participation in HIPs.
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Inclusive Teaching in Isolating Situations: Impact of COVID-19 on Efforts Toward Increasing Diversity in BME
As part of National Science Foundation (NSF) sponsored Research in the Formation of Engineers (RFE), we have been focusing on inclusive teaching strategies for engineering professors. Now, in the presence of a pandemic and protests for racial justice in America, underrepresented students are facing unprecedented challenges as they navigate new situations of remote learning. This paper describes inclusive teaching strategies in the current context of isolating situations. Where possible, we point to examples of some specific virtual tools that instructors can use in their remote learning courses.
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- Award ID(s):
- 1636446
- PAR ID:
- 10191782
- Date Published:
- Journal Name:
- Biomedical Engineering Education
- ISSN:
- 2730-5937
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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To broaden efforts for improving diversity, equity, and inclusion (DEI) in biomedical engineering (BME) education—a key area of emphasis is the integration of inclusive teaching practices. While BME faculty generally support these efforts, translating support into action remains challenging. This project aimed to address this need through a 3-phase inclusive teaching training, consisting of graduate students, faculty, and engineering education consultants. In Phase I, graduate students and faculty participated in a 6-week learning community on inclusive teaching (Foundational Learning). In Phase II, graduate students were paired with faculty to modify or develop new inclusive teaching materials to be integrated into a BME course (Experiential Learning). Phase III was the implementation of these materials. To assess Phases I & II, graduate student participants reflected on their experiences on the project. To assess Phase III, surveys were administered to students in IT-BME-affiliated courses as well as those taking other BME-related courses. Phases I & II: graduate students responded positively to the opportunity to engage in this inclusive teaching experiential learning opportunity. Phase III: survey results indicated that the incorporation of inclusive teaching practices in BME courses enhanced the student learning experience. The IT-BME project supported graduate students and faculty in learning about, creating, and implementing inclusive teaching practices in a collaborative and supportive environment. This project will serve to both train the next class of instructors and use their study of inclusive teaching concepts to facilitate the creation of ideas and materials that will benefit the BME curriculum and students.more » « less
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1007/s43683-020-00012-1
