First Advisor

Christine Cress

Term of Graduation

Spring 2024

Date of Publication


Document Type


Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Postsecondary Education


Educational Leadership and Policy





Physical Description

1 online resource (xiii, 154 pages)


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.


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