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The National Science Foundation-funded Eddie Bernice Johnson INCLUDES Aspire Alliance (Aspire) has made efforts to address broadening participation in STEM through multiple initiatives, including faculty professional development. Aspire, recognizing the positive outcomes related to inclusive teaching, developed the Inclusive Professional Framework (IPF), a conceptual framework that was designed to address equity in STEM. The IPF is focused on foundational awareness, knowledge, and skill development that can be applied to all areas of faculty responsibilities, and in turn ensures that faculty are engaged in not only inclusive teaching, but inclusive practices across their multiple roles with students and colleagues. The IPF was created to center a reflective process, which in turn leads to self-reflexivity. The Aspire team found operationalizing the framework in concrete ways and building faculty skills in self-reflexivity to be more challenging than they had anticipated. Through qualitative interviews, this paper highlights the challenges inherent in moving from conceptual framework to practice by examining how developers and facilitators of the framework conceptualized the IPF and how they attempted to operationalize it in their personal or professional lives. This paper also underscores the nuancing that occurs as individuals continue to make sense of a framework after it is initially published and they begin to use it in their practice–field testing the ideas and concepts in the real world. This knowledge is especially helpful to faculty developers that work in centers for teaching and learning, higher education administrators, and faculty. [ABSTRACT FROM AUTHOR]

The article examines the Inclusive Professional Framework for Faculty (IPF:Faculty) that fosters equitable and inclusive faculty. Topics discussed include the ability of faculty members to promote academic success for undergraduate students from minoritized groups, description of the conceptual domains in the framework, namely, identity, intercultural awareness and relational, and potential of IPF:Faculty to provide faculty with transferable skills based on equity and inclusion.

This chapter offers an evidence‐based approach for training faculty educators in the health professions that includes raising awareness of inequities, facilitating self‐reflection about identity, and building skills through applied improvisational techniques to act when bias or microaggressions occur. [ABSTRACT FROM AUTHOR]

The article discusses a module faculty development for improving inclusive teaching in promoting academic achievements of students. Topics include prevalence of the issue of achievement and equity gap among students in higher education including majority students, and low socio-economic status undergraduate students; outcomes of a faculty professional development program at University of Wisconsin-Madison; and supposed usefulness of the module in addressing address educational inequities.

The article offers information on the development of the Delta Program in Research, Teaching and Learning at the University of Wisconsin (UW)-Madison. The program was created to offer professional development on teaching to future faculty, mainly in the science, technology, engineering and mathematics (STEM) disciplines. Delta programming comprises of credit-based graduate courses, a capstone internship, workshops, facilitated discussion groups and a certificate.

Examines the effect of endoplasmic reticulum localization of lipoprotein receptor on the apolipoprotein B. Occurrence of hypercholesterolemia during lipoprotein mutation; Involvement of lipoproteins in apoB secretion; Accumulation of cholesterol.

Implicit gender bias is frequently cited as a contributor to the gender disparity that persists in STEM fields, despite continued efforts toward equity. While many bias interventions are aimed at faculty, scientific trainees (graduate students and post-docs) are a powerful group with the potential to enact future change. A graduate level, synchronous online course entitled, Equity in STEM for all Genders, is presented as a gender bias intervention. Course participants include graduate students, post-doctoral fellows, academic staff, and faculty. The course pairs weekly discussions (synchronous and asynchronous) about gender and gender bias-related topics with experimentally validated video interventions, primary literature, and popular articles. Over three course iterations, we observed increased bias literacy and participant motivation to mitigate gender-related bias within their local STEM contexts. We provide suggestions for making this course more widely available to STEM future faculty. [ABSTRACT FROM AUTHOR]

The article explore the use of the ISTP, a national initiative designed to advance ability and awareness to promote inclusive STEM learning environments in the U.S. Topics discussed include the need for improvement in inclusive environments in STEM courses, and the learning objectives that raise awareness and built instructor capacity to engage inclusive practices.

The article presents the details of graduate practicum and training institute offering low-cost model with potential high returns. Topics include proving true for issues with widespread impact such as climate change, vaccination, and energy usage; working directly with young scientists using improvisational theater-based training for building the science communication competence; and improvisation skills such as spontaneous thinking, creativity, teamwork, listening, and positive communication.

Designers of professional development activities and programs within higher education generally believe workshop learning outcomes and learner-created materials are what graduate students and postdoctoral scholars value from participating in these activities. We created a new structure for online synchronous workshops that integrates active learning, participant reflection, and skill development. Our design was informed by the hypothesis that participants value the work that they do and the materials they create during our online workshops. In our evaluations we examined students' self-reported behavioral and attitudinal changes and perspectives on professional development. We learned that participants considered their sense of community and opportunities for reflection to be valued elements of the workshops. We found that these workshops added to students' self-reflective practices and skill-building processes. Participants suggested that workshops should integrate active learning and skills application with deliberate reflection and community building to increase the potential for long-term change. [ABSTRACT FROM AUTHOR]

This chapter describes programs created to improve the preparation of future STEM faculty for their roles as educators. [ABSTRACT FROM AUTHOR]