An official website of the United States government
Abstract What motivates faculty teaching gateway courses to consider adopting an evidence-based classroom intervention? In this nationally representative study of biology faculty members in the United States (N = 422), we used expectancy–value–cost theory to understand three convergent motivational processes the faculty members’ underlying intentions to adopt an exemplar evidence-based classroom intervention: the utility value intervention (UVI). Although the faculty members perceived the intervention as valuable, self-reported intentions to implement it were degraded by concerns about costs and lower expectancies for successful implementation. Structural equation modeling revealed that the faculty members reporting lower intentions to adopt it tended to be White and to identify as male and had many years of teaching or were from a more research-focused university. These personal, departmental, and institutional factors mapped onto value, expectancies, and cost perceptions uniquely, showing that each process was a necessary but insufficient way to inspire intentions to adopt the UVI. Our findings suggest multifaceted, context-responsive appeals to support faculty member motivation to scale up adoption of evidence-based classroom interventions.
more »
« less
Diversity Interventions in the Classroom: From Resistance to Action
What goes into faculty decisions to adopt a classroom intervention that closes achievement gaps? We present a theoretical model for understanding possible resistance to and support for implementing and sustaining a diversity-enhancing classroom intervention. We propose, examine, and refine a “diversity interventions—resistance to action” model with four key inputs that help explain faculty’s decision to implement (or not) an evidence-based intervention: 1) notice that underrepresentation is a problem, 2) interpret underrepresentation as needing immediate action, 3) assume responsibility, and 4) know how to help. Using an embedded mixed-methods design, we worked with a sample of 40 biology faculty from across the United States who participated in in-depth, semistructured, qualitative interviews and surveys. Survey results offer initial support for the model, showing that the inputs are associated with faculty’s perceived value of and implementation intentions for a diversity-enhancing classroom intervention. Findings from qualitative narratives provide rich contextual information that illuminates how faculty think about diversity and classroom interventions. The diversity interventions—resistance to action model highlights the explicit role of faculty as systemic gatekeepers in field-wide efforts to diversify biology education, and findings point to strategies for overcoming different aspects of faculty resistance in order to scale up diversity-enhancing classroom interventions.
more »
« less
- Award ID(s):
- 1759947
- PAR ID:
- 10333360
- Editor(s):
- Andrews, Tessa C.
- Date Published:
- Journal Name:
- CBE—Life Sciences Education
- Volume:
- 20
- Issue:
- 4
- ISSN:
- 1931-7913
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
-
The goal of the study presented here was to test the reliability and validity of faculty responses to the Strategies to Reduce Student Resistance (SRSR) a measure of Science, Engineering, and Mathematics university faculty use and motivation (self-efficacy and value) for using instructional strategies to reduce student resistance to active learning. The development of this measure will support research and interventions designed to support faculty implementation of active learning strategies. The scale examined here was adapted from a student version, developed and tested as part of a national study on student resistance to active learning in engineering programs. This project reveled a set of faculty behaviors which supported students’ positive response to active learning strategies (Authors, 2017). Although student perspectives on faculty behavior is important, we felt it was necessary to adapt the scale to measure faculty’s perspectives on the strategies they use and their motivation to use those strategies as part of their use of active learning in their classroom.more » « less
-
ABSTRACT Faculty of Color and women faculty face significant obstacles (e.g., isolation, marginalization, tokenism) on the road to tenure and promotion. We translate social psychological research on the contact hypothesis and belonging and adapt previous interventions at other universities to deliver an institutional‐level intervention designed to support faculty belonging and retention. This study utilizes a faculty climate survey and institutional‐level demographic data to assess tenure‐track faculty belonging and retention following the intervention. We observe greater perceptions of institutional support for diversity and lesser disparities in belonging and tenure rates among historically marginalized faculty over three years following the intervention. We discuss how social psychologists may help translate basic research into institutional interventions that promote racial justice and equity. Our work illustrates the potential for targeted initiatives to reduce disparities and promote equity and representation in academia, ultimately benefiting both faculty and students.more » « less
-
Scholars of engineering education have acknowledged a need for greater connection between research and engineering teaching practice in order to see sustainable change in engineering schools. This study examines the contrast between STEM education research on the positive impact of faculty on diversity and inclusion and some engineering faculty’s lack of actual involvement with these issues. We examine the faculty of an electrical and computer engineering (ECE) department at Purdue University using Fishbein and Ajzen’s reasoned action model for behavior to determine factors in the department that influence faculty’s intention to make change for diversity and inclusion. We conducted interviews with ECE faculty about diversity, inclusion and department culture, and then an inductive thematic analysis organized around the reasoned action model. The major themes revealed that many faculty do not see involvement with diversity and inclusion as a norm in the department, and do not recognize their power to influence these issues. Our conclusions provide recommendations for engineering departments to meaningfully involve their faculty in improving diversity and inclusion.more » « less
-
Advancing diversity in STEM requires competent and confident faculty and staff who can lead local professional development in inclusive teaching to improve classroom instruction and support all learners. This article examines how a facilitator training model designed to promote inclusive facilitation impacted the self-reported confidence and practices of inclusive learning community facilitators. This mixed methods study reports on survey data from project-trained facilitators (n = 71) collected over four course runs. Facilitators reported significant increases in confidence, with the largest effect sizes in areas related to diversity, equity, and inclusion (DEI) and identity. Qualitative findings indicate the training model effectively aligned facilitators with our approach to inclusive facilitation. Findings demonstrate that professional development in inclusive teaching, and by extension in other equity and diversity topics, can be successfully done at a national scale by centering identity, power, and positionality while upholding “do no harm.” This article provides a strategy for how DEI-focused faculty development efforts can select, train, and support facilitators on a national scale while maintaining high fidelity to project values and goals.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1187/cbe.20-07-0143
