A Mixed-Methods Research Design to Advance Inclusive and Equitable Teaching
Name
10755_2024_Article_9741.pdf
Size
1.04 MB
Format
Adobe PDF
Checksum (MD5)
95e42a65f184bc0c21ca0f8b300d33cd
Author(s)
Soicher, Raechel N.
Baker, Amanda R.
Thomas, Ruthann C.
Date Issued
September 26, 2024
Journal
Innovative Higher Education
Publisher
Springer Netherlands
Citation
Soicher, R.N., Baker, A.R. & Thomas, R.C. A Mixed-Methods Research Design to Advance Inclusive and Equitable Teaching. Innov High Educ (2024).
Version
Final published version
Abstract
We designed this project to advance inclusive and equitable teaching by leveraging data to motivate, inform, and tailor teaching development initiatives to the varied needs and resources of academic departments. We developed an innovative framework and mixed methods research design to systematically assess inclusive and equitable teaching at the student, course, department, and institution levels. In the context of a decentralized institution, we partnered with academic departments to collect data about their current practices, existing resources, and needs for advancing inclusive and equitable teaching through a student survey, analysis of course syllabi, and interviews with instructors. We shared and discussed results with partners in academic departments to support and inform departmental change initiatives. We highlight how synthesizing findings across multiple levels of analysis using a mixed methods design provides a new perspective on the perennial issue of the uptake of inclusive and equitable teaching practices in higher education. We discuss lessons learned and future directions with the hope that the framework and/or the research methodology can be a template for other researchers or educational developers to support implementation and sustainability of inclusive and equitable teaching practices.
MIT Department
Massachusetts Institute of Technology. Teaching and Learning Laboratory
Terms of Use
Creative Commons Attribution
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.1007/s10755-024-09741-5
