Sponsor
Portland State University. Department of Educational Leadership and Policy
First Advisor
Christine Cress
Term of Graduation
Spring 2024
Date of Publication
5-15-2024
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.) in Educational Leadership: Postsecondary Education
Department
Educational Leadership and Policy
Language
English
DOI
10.15760/etd.3750
Physical Description
1 online resource (xiii, 154 pages)
Abstract
While there are a multitude of contributing factors, under-represented student success in STEM appears to be critically interdependent with teaching and learning practices that are responsive to diverse epistemologies and inclusive pedagogies. However, the professional literature has yet to identify a set of faculty development best practices that might guide the field. Furthermore, the institutional supports required to drive the success of STEM-oriented future faculty programs remain unknown. This inquiry proposal intended to address these concerns through a critical comparative qualitative study in seeking evidence-based practices and institutional elements of STEM faculty professional development programs that support diverse graduate and postdoctoral scholar success. The findings revealed a new STEM faculty professional development model that critically re-imagines constructivist teaching and learning, deconstructed socialization, organizational advocacy, and iterative assessment in supporting diverse graduate and post doctoral scholar success.
Rights
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Persistent Identifier
https://archives.pdx.edu/ds/psu/42207
Recommended Citation
Forester, Amy Mae, "Exploring the Curriculum and Institutional Contexts of STEM Future Faculty Programs" (2024). Dissertations and Theses. Paper 6618.
https://doi.org/10.15760/etd.3750