Crystal City, Virginia
April 29, 2018
April 29, 2018
May 2, 2018
Diversity and Undergraduate Education
While the US economy is expected to create over 120,000 new jobs requiring at least a bachelor’s degree in computer science, only approximately 48,000 computer science baccalaureates are produced each year (NSF, 2017). This dilemma is further complicated by the systemic marginalization of the “new majority” of undergraduates (Schneider, 2005) who represent rich sources of untapped talent and the diverse worldviews that are essential for addressing the most vexing computer/information science problems of our day.
Education researchers have identified pedagogical reform as one of the most advanced mechanisms for redressing these trends (Tsui, 2007). However, mastery of the pedagogy – particularly culturally responsive pedagogy – commonly poses a substantial challenge for STEM faculty (Froyd, et al., 2005).
In 2014, the Association of American Colleges and Universities (AAC&U) launched the Teaching to Increase Diversity and Equity in STEM (TIDES) initiative – with 19 diverse institutions of higher education – to increase awareness of and self-efficacy with culturally responsive pedagogy among computer/information science faculty. This effort included specific, campus-based projects designed to support the recruitment and/or retention of diverse students in computer science. Additionally, TIDES included a three-year long professional development program for STEM faculty that included structured learning and application opportunities, as well as extensive institutes, continuous communications, and a rigorous assessment strategy. While the TIDES professional development component was consistently applied across STEM faculty participants, the campus-based projects varied depending on the campus climate, culture, and needs.
To date, TIDES has positively impacted nearly 300,000 STEM students – over 50% of whom are from diverse populations. More importantly, TIDES has illuminated how STEM faculty came to know what needed to be done to positively impact the success of these diverse STEM students.
This presentation will showcase the design, implementation, evaluation strategies, and impacts of TIDES to encourage replication of proven STEM faculty professional development practices.
Mack, K., & Winter, K. (2018, April), Teaching to Increase Diversity and Equity in STEM Paper presented at 2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference, Crystal City, Virginia. https://peer.asee.org/29582
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