Inclusive and Equitable Teaching Influences Student Belonging and Engagement

Program Abstract: Traditionally, courses in STEM fields often have a high number of students who struggle with mastering course content and subsequently earn lower grades (D or F) or withdraw from the courses. This is particularly evident in students who are from first-generation, transfer, and minoritized populations. To address this issue at Virginia Commonwealth University, we initiated a faculty development program (Institute on Inclusive Teaching in STEM) with the goal of increasing students’ sense of belonging in the STEM classroom, in the STEM major, and ultimately at the institution itself. This session will share quantitative evaluation of student surveys indicating inclusive practices of faculty result in an increased sense of belonging, connection to the classroom, engagement and perceived learning, and reduction of stress levels.