Don Gillian-Daniel, University of Wisconsin-Madison
Faculty are key to promoting academic success for undergraduate students from groups traditionally underrepresented in STEM. However, faculty receive little training in inclusive and equitable practices and often have insufficient time to immerse themselves in diversity-related professional development.
What if there were a way for faculty to be more equitable and inclusive in how they teach, advise and mentor in research settings, without learning separate skills? What if faculty could also apply these skills to being an equitable colleague and leader, thereby promoting more inclusive institutional climates?
The NSF INCLUDES Aspire Alliance’s research-grounded Inclusive Professional Framework for Faculty (IPF: Faculty) identifies three conceptual domains that are foundational to faculty being equitable and inclusive across multiple roles. By focusing on awareness, knowledge and skills associated with the domains of identity and intercultural awareness, faculty build a transferrable equity mindset, which they actualize through relational and communication skills.
This session explored the IPF: Faculty and examined how the conceptual domains play out across faculty roles. Through reflection, discussion and hands-on practice, participants explored the IPF: Faculty conceptual domains, and considered how to apply the IPF to promote more inclusive classrooms and more equitable advising and mentoring relationships.