Mental FLOSS for faculty: effects of an inter-institutional community of practice on faculty mindset and inclusive teaching in higher education.

Abstract

Upon entering college, students from marginalized identities are equally as likely as their peers to declare an interest in science, technology, engineering, and math (STEM). However, many of these students leave STEM before graduation, leading to underrepresentation in academia and the workforce. In the Faculty Learning Optimizes Student Success (FLOSS) Program, we sought to reduce this disparity by introducing faculty to the diversity of needs and perspectives of their students, educating them on best practices for inclusive teaching, and fostering a community of practice to support implementation of these practices. We assessed the program by surveying faculty before and after participation on their (i) role and responsibilities in building classroom equity and inclusion, (ii) knowledge and confidence to build inclusive learning environments, and (iii) sense of belonging within a teaching community. As a result of participating in FLOSS, faculty were less likely to assign deficits to students' individual characteristics (e.g., academic preparation), and more likely to recognize deficits in their own teaching and/or the academic environment. Faculty also reported increases in their knowledge of inclusive teaching strategies and their confidence in implementing them, as well as a strong sense of belonging to a teaching community.