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2:30PM - 4:00PM EST
Faculty Knowledge Essentials, Academic Work Skills and Responsibilities, Professional Attitudes and Ethics, Cross disciplinary awareness, Leadership in the discipline, Inclusiveness and diversity, Outreach and engagement, Online / Webinar

Institutional Programs to Foster Belonging

In the second of three events on women in STEM, we will hear from faculty and institutional leaders about programs and initiatives designed to foster belonging for undergraduate women in STEM

Questions to consider include: 

  • How can programs be designed to foster belonging for women in STEM
  • How are partnerships formed among stakeholders (e.g., institutional leaders, departments, funding agencies, STEM departments, etc.)
  • What are some of the affordances and constraints of institutional programs? 

References: Ong, M., Smith, J. M., & Ko, L. T. (2017). Counterspaces for women of color in STEM higher education: Marginal and central spaces for persistence and success. Journal of Research in Science Teaching. doi:10.1002/tea.21417 Szelényi, K., Denson, N., & Inkelas, K. K. (2013). Women in STEM majors and professional outcome expectations: The role of living-learning programs and other college environments. Research in Higher Education, 54(8), 851-873.

Learning Outcomes

Associate: Evidence-Based Teaching

  • Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

Associate: Learning Community

  • Recognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.

Associate: Learning-through-Diversity

  • Describe the scope of diversity in learning environments, of both students and instructor. (*Including but not limited to backgrounds, race, gender, ability, socio-economic status, ethnicity, gender preference, and cognitive skills)

  • Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.

  • Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.

  • Describe several learning-through-diversity (LtD) techniques and strategies.

Practitioner: Evidence-Based Teaching

  • Access the literature and existing knowledge to develop a deeper understanding of existing evidence-based knowledge concerning high-impact, evidence-based teaching practices.

Practitioner: Learning-through-Diversity

  • Access the literature and existing knowledge to develop a deeper understanding of diversity and its impact on accomplishing learning goals.

  • Examine and describe own beliefs and biases, including how they may influence their students’ learning.