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STEM Climate Survey Developed through Student-Faculty Collaboration

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Bibliographic Details
Title: STEM Climate Survey Developed through Student-Faculty Collaboration
Language: English
Authors: De Grandi, Claudia (ORCID 0000-0002-7998-1563), Smithline, Zachary B., Reeves, Philip M. (ORCID 0000-0003-2684-604X), Goetz, Teddy G., Barbour, Nathaniel, Hairston, Erika, Guo, Joyce, Muraina, Fadeke, Bervell, Joel A., Chambers, Lauren M., Caines, Helen (ORCID 0000-0002-1595-411X), Miranker, Andrew D. (ORCID 0000-0003-2267-0630), Mochrie, Simon G. J. (ORCID 0000-0002-7243-8111)
Source: Teaching in Higher Education. 2021 26(1):65-80.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2021
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: STEM Education, Undergraduate Students, College Faculty, Test Construction, Identification (Psychology), College Environment, Student Diversity, Racial Differences, Administrator Role, Classroom Environment, Student School Relationship, Minority Group Students, Academic Advising, Majors (Students), Gender Differences, Sexual Identity
DOI: 10.1080/13562517.2019.1636219
ISSN: 1356-2517
Abstract: This paper presents a survey tool for assessing undergraduate STEM environments at institutions of higher learning. Such surveys typically appear in methodology sections of focused, hypothesis-driven papers written by and for education studies specialists. We sought to compose a different kind of survey tool, one that enables STEM instructors, nonspecialists in educational research, to probe undergraduate STEM climate at their institutions in broad, exploratory terms. We accomplished this goal by assembling a diverse research team of students and faculty, those who directly shape and experience undergraduate STEM climate. We supplement our paper by including a preliminary analysis of the data from the first administration of the survey at our institution. Our goal here is chiefly pedagogical: to suggest an approach to data analysis for those implementing our survey. In sum, our project invites college STEM instructors to enter into a discussion that, though often marginalized, plays a central role in shaping their capacity to teach inclusively.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1282377
Database: ERIC
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Abstract:This paper presents a survey tool for assessing undergraduate STEM environments at institutions of higher learning. Such surveys typically appear in methodology sections of focused, hypothesis-driven papers written by and for education studies specialists. We sought to compose a different kind of survey tool, one that enables STEM instructors, nonspecialists in educational research, to probe undergraduate STEM climate at their institutions in broad, exploratory terms. We accomplished this goal by assembling a diverse research team of students and faculty, those who directly shape and experience undergraduate STEM climate. We supplement our paper by including a preliminary analysis of the data from the first administration of the survey at our institution. Our goal here is chiefly pedagogical: to suggest an approach to data analysis for those implementing our survey. In sum, our project invites college STEM instructors to enter into a discussion that, though often marginalized, plays a central role in shaping their capacity to teach inclusively.
ISSN:1356-2517
DOI:10.1080/13562517.2019.1636219