2019 Graduate Student Showcase
 

Title of Submission

How Can Higher Education Research Guide Faculty Development to Create Equitable Access to Learning?

Degree Program

Curriculum and Instruction, MA

Major Advisor Name

Esther Enright

Type of Submission

Scholarly Poster

Judging Session

10:30am - 12pm - Judging Session #2

Abstract

With an increasingly diverse college-going population, the predominately white, middle-class faculty need more support facilitating discussions around controversial content. Faculty can facilitate or impede discussions, which impacts students’ access to learning. Research on conscious pedagogies, instructional strategies that focus on facilitating discussions to challenge existing norms, claim that faculty need support to develop capacity to create equitable access to learning. This research examines faculty members’ perceived barriers to engaging students in discussions around controversial content at one transitional Hispanic Serving Institution. Better understanding their concerns over student engagement will help universities better support faculty in creating equitable access to learning.

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