2024 ASM Conference for Undergraduate Educators

Deficit remedial models (“fix the students”) have not been effective in addressing racial/ethnic persistence gaps in STEM fields. We hypothesize that shifting faculty and institutions toward anti-deficit, achievement-oriented thinking and practices will improve introductory science experiences for PEER (Persons Excluded by Ethnicity and/or Race) students and reduce racial/ethnic disparities in opportunity and outcomes in STEM disciplines. As part of a larger project, we designed an inclusive faculty development program based on the faculty learning community (FLC) model. We asked if FLC participants (1) gained knowledge about the magnitude and causes of inequities in STEM education, (2) gained knowledge about tools for inclusive teaching, (3) had a change in attitude away from a deficit mindset about students, and (4) increased in readiness to implement changes in their classes. We have completed two cohorts of our FLC (n = 17 participants). Seven semi-weekly sessions involved a combination of reading discussions and interactive activities centered around an introduction to deficit thinking and inequities in STEM education, instructor and student identities, and an introduction to inclusive teaching methods. We conducted pre- and post-FLC assessment using both quantitative (Likert-scale survey) and qualitative (group discussions, individual written reflections) methods. We saw a noticeable shift in quantitative responses from deficit toward achievement-oriented attitude and an increase in knowledge about inclusive education following participation in the FLC. Most participants reported an increase in interest in using inclusive practices. The qualitative responses supported the quantitative assessment and indicated very significant impacts on some individual participants. We conclude that this faculty learning community model was effective, at least in the short term, in shifting participants towards an anti-deficit, inclusive mindset. We will continue to gather data to see if these short-term changes in attitude result in longer-term changes in practice that reduce equity gaps for PEER students.