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Developing as Inclusive Instructors through High-Engagement Professional Development.

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Title: Developing as Inclusive Instructors through High-Engagement Professional Development.
Authors: Hill, Lucas B.1 lhill6@wisc.edu, Hill, Rob Loren2, Frey, Regina F.3, Buchanan, Diamond4
Source: Innovative Higher Education. Aug2025, Vol. 50 Issue 4, p1357-1380. 24p.
Subject Terms: *Inclusive education, *Teacher development, *STEM education, *Massive open online courses, *Self-efficacy in teachers
Abstract: We examined the ways that faculty members developed as inclusive instructors as a result of participating in the Inclusive STEM Teaching Project (ISTP). The ISTP is a free, Massive Open Online Course designed to train STEM faculty members in inclusive teaching. Semi-structured interviews (n = 80) with course participants from multiple disciplines and institution types demonstrated increases in reflective capacity and awareness of inclusive teaching concepts and strategies, changes in mindsets and perspectives, validation of pre-existing beliefs, increases in self-efficacy, and the implementation of inclusive practices in and outside of the classroom. Results demonstrate a high degree of interconnectivity among empathy, self-efficacy, implementation, and ongoing self-awareness that point to an interactive and recursive understanding of inclusive teaching development. Results can be applied more generally in teaching and learning spaces and can be combined with similar attempts to embed inclusivity, diversity, and equity into programmatic and institutional ethos. Future research could build upon this work by increasing attention on the supports and barriers faculty members face as they attempt to implement inclusive practices. [ABSTRACT FROM AUTHOR]
Copyright of Innovative Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: We examined the ways that faculty members developed as inclusive instructors as a result of participating in the Inclusive STEM Teaching Project (ISTP). The ISTP is a free, Massive Open Online Course designed to train STEM faculty members in inclusive teaching. Semi-structured interviews (n = 80) with course participants from multiple disciplines and institution types demonstrated increases in reflective capacity and awareness of inclusive teaching concepts and strategies, changes in mindsets and perspectives, validation of pre-existing beliefs, increases in self-efficacy, and the implementation of inclusive practices in and outside of the classroom. Results demonstrate a high degree of interconnectivity among empathy, self-efficacy, implementation, and ongoing self-awareness that point to an interactive and recursive understanding of inclusive teaching development. Results can be applied more generally in teaching and learning spaces and can be combined with similar attempts to embed inclusivity, diversity, and equity into programmatic and institutional ethos. Future research could build upon this work by increasing attention on the supports and barriers faculty members face as they attempt to implement inclusive practices. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Innovative Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10755-025-09784-2
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              Text: Aug2025
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