Theory to Practice: Faculty Professional Development to integrate Culturally Responsive Pedagogy and Practices in STEM Education to Improve Success of Underserved Students in STEM

The Hispanic Serving Institution Advanced Technological Education Hub 2 (HSI ATE Hub 2) is a three-year collaborative research project funded by the National Science Foundation (NSF) that builds upon the successful outcomes of two mentoring and professional development (PD) programs in a pilot that translates foundational theory related to culturally responsive pedagogy into practice using a 3-tier scaffolded faculty PD model. The goal of HSI ATE Hub 2 is to improve outcomes for Latinx students in technician education programs through design, development, pilot, optimization, and dissemination of this model at 2-year Hispanic Serving Institutions (HSIs). The tiered PD model has been tested by two faculty cohorts at Westchester Community College (WCC), an HSI in the State University of New York (SUNY) system. In year one, Cohort A piloted the PD modules in Tier 1 which featured reflective exercises and small culturally responsive activities to try with their STEM students. In year two, Cohort A piloted the PD modules in Tier 2 and peer-mentored Cohort B as they piloted optimizations introduced to Tier 1 from Cohort A feedback. Three types of optimizations came from faculty feedback. The first considered feedback regarding delivery and/or nature of the content that influenced a subsequent module. The second involved making changes to a particular module before it was delivered to another faculty cohort. The third takes into account what worked and what didn't to decide which content to bring into virtual webinars for the broader advanced technician education community. Dissemination of the tiered PD model has been achieved in annual webinars with the broader ATE community and at conferences for advanced technician educators to achieve broader impacts in the ATE Community. Longer term, providing professional development in culturally responsive pedagogy and practices can help existing and future faculty learn to productively engage their students in more inclusive ways. As faculty mindsets shift to asset-based thinking and a climate of mutual respect is developed, the learning environment for all students in technician education programs will improve. When students learn in a supportive environment, their chances for success increase. The professional development provided in the HSI ATE Hub 2 project will lead to longer term improvements in four ways: 1) Retainment of Culturally responsive practices by those directly engaged after the project ends; 2) Inserting top activities from the PD into national webinars to extend the reach of the training; 3) Strengthening grant proposals as faculty integrate culturally responsive strategies, knowledge and experience within their ATE proposals to the NSF; and 4) Meeting industry demand for a diverse technician workforce. This second paper in a three-part series describes ongoing progress and lessons learned in developing and piloting the 3-Tier PD model with two Cohorts of STEM faculty at a 2-year HSI.