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ORIGINAL RESEARCH article
Front. Educ.
Sec. STEM Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1574464
Faculty Case Studies on Learning to Teach Inclusively in Undergraduate STEM Education
Provisionally accepted- 1Wisconsin Center for Education Research, School of Education, University of Wisconsin–Madison, Madison, Wisconsin, United States
- 2University of Michigan, Ann Arbor, Michigan, United States
- 3Northwestern University, Evanston, Illinois, United States
- 4The University of Utah, Salt Lake City, Utah, United States
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This study aimed to understand how STEM faculty members developed as inclusive instructors after completing a free, high-engagement, inclusive teaching development program. The Inclusive STEM Teaching Project (ISTP), a Massive Online Open Course (MOOC), provides participants with five modules and additional learning opportunities that dig deep into instructor and student identity, classroom climate, and diversity, equity, and inclusion (DEI) in higher education. We conducted nine in-depth case studies with faculty member course participants across the U.S. and various STEM disciplines. Results demonstrated iterative growth incorporating instructor identities in cognitive, affective, confidence, and behavioral outcomes.The paper concludes with a conceptual framework that showcases the development of inclusive instructors in higher education.
Keywords: inclusive teaching, faculty development, undergraduate STEM education, case study, Qualitative
Received: 10 Feb 2025; Accepted: 21 Mar 2025.
Copyright: © 2025 Hill, Buchanan, Woods and Frey. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Lucas B. Hill, Wisconsin Center for Education Research, School of Education, University of Wisconsin–Madison, Madison, 53706, Wisconsin, United States
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.