Instructional Influencers: Teaching Professors as Potential Departmental Change Agents in Diversity, Equity, and Inclusion

Author:

Wilton Mike1,Maloy Jeffrey2,Beaster-Jones Laura3,Sato Brian K.4,Lo Stanley M.5,Grunspan Daniel Z.6

Affiliation:

1. Department of Molecular, Cellular, and Developmental Biology, University of California, Santa Barbara, Santa Barbara, CA 93117

2. Department of Molecular Cell and Developmental Biology and Department of Life Sciences Core Education, University of California, Los Angeles, Los Angeles, CA 90095

3. Molecular and Cell Biology Department, University of California, Merced, Merced, CA 95343

4. Division of Teaching Excellence and Innovation, Department of Molecular Biology and Biochemistry, University of California, Irvine, Irvine, CA 92697

5. Department of Cell and Developmental Biology, Joint Doctoral Program in Mathematics and Science Education, and Research Ethics Program, University of California, San Diego, La Jolla, CA 92093

6. Department of Integrative Biology, University of Guelph, Guelph, ON N1G 2W1

Abstract

Embedding change agent individuals within STEM departments may drive instructional and pedagogical change efforts. This study seeks to assess whether tenure-track, teaching-focused faculty housed in STEM departments are perceived as influential on the instructional and pedagogical domains of their colleagues.

Publisher

American Society for Cell Biology (ASCB)

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