Date of Award
December 2024
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
First Advisor
Julie Robinson
Abstract
Historically underrepresented students pursuing STEM majors encounter systemic barriers. Students are more likely to experience success when faculty implement inclusive practices. Faculty often lack the pedagogical training necessary to adopt inclusive practices, further perpetuating inequities. To eliminate barriers and offer equitable opportunities for success in STEM majors, this case study explores the implementation of peer coaching and Culturally Relevant Science Teaching (CRST) in college level science teaching, focusing on the experiences of three participating faculty. Through a year-long professional development (PD) cycle, three science faculty members from a small liberal arts college engaged in reflective practices aimed at improving their teaching. This cycle combined workshops, peer coaching, and reflective practices aimed at fostering inclusive teaching and increasing the adoption of CRST strategies. Using qualitative methods, semi-structured interviews captured participants' experiences, challenges, and perceptions of the effectiveness of these interventions. Four key themes emerged: catalysts to engage in inclusive PD, inclusive teaching/CRST experiences, peer coaching experiences, and the practice of reflection. Peer coaching was found to promote collaboration and deeper instructional reflection, although CRST was not uniformly prioritized. Participants noted significant challenges, including time constraints and onboarding students to new teaching practices, yet reported increased self- efficacy and student engagement. The findings suggest that peer coaching, when integrated with CRST, can support the professional growth of faculty and lead to more inclusive teaching strategies. Future research should focus on the long-term effects of peer coaching on the adoption of CRST strategies and onboarding processes on sustaining inclusive teaching practices.
Recommended Citation
Miller, Briana, "Developing Inclusive Practices Through Peer Coaching In College Science Teaching" (2024). Theses and Dissertations. 6549.
https://commons.und.edu/theses/6549