A wide body of literature exists recounting the ways in which inclusive teaching practices and principles benefit students and positively impact learning, student retention, and professional development across disciplines. However, STEM faculty do not readily accept the traditional approach of examining course content from multiple perspectives as relevant to their course content or useful in their teaching. In this chapter, we propose a Framework for Inclusive Teaching in STEM Disciplines that reflects the contexts of teaching in these disciplines, and extends James Banks’ Five Dimensions of Multicultural Education to the distinct needs of STEM faculty in their classes. We also discuss ways that faculty development professionals can successfully communicate with STEM faculty about inclusive teaching goals.
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Reddick, Lois, Jacobson, Wayne, Linse, Angela, and Yong, Darryl (in press) A Framework for Inclusive Teaching in STEM Disciplines. In, M. Ouellett (Ed.), Teaching Inclusively: Diversity and Faculty Development. Stillwater, OK: New Forums Press.