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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. 

PurposeThis study aims to present the evaluation of a competency-based online professional development training program, PhD Progression, tied to a digital badge system, created to support PhD students across fields. Design/methodology/approachThis study took place at Boston University, a large, nonprofit, Carnegie Classified R1 research-intensive institution located in the northeastern region of the USA. Through internal campus collaborations, the authors developed a PhD core capacities framework. Building from this framework, the authors designed the first learning level of the program and ran a pilot study with PhD students from various fields and at different stages of their PhD. Using surveys and focus groups, the authors collected both quantitative and qualitative data to evaluate this program. FindingsThe quantitative and qualitative data show that the majority of the PhD student participants found the contents of the competency-based training program useful, appropriate for building skills and knowledge and therefore relevant for both their degree progress and their future job. Gaining digital badges significantly increased their motivation to complete training modules. Practical implicationsThis type of resource is scalable to other institutions that wish to provide self-paced professional development support to their PhD students while rewarding them for investing time in building professional skills and enabling them to showcase these skills to potential employers. Originality/valueThis study demonstrates, for the first time, that tying a digital badging system to a competency-based professional development program significantly motivates PhD students to set professional development goals and invest time in building skills. 

Abstract 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 paper examines how a facilitator training model designed to promote inclusive facilitation impacted inclusive learning community facilitator self-reported confidence and practices. 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 paper 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.