Humanizing STEM education: an exploratory study of faculty approaches to course redesign

This study presents the findings from analysis of reflections 26 STEM faculty at various institutions higher education across United States who participated in online course, The Humanity Inclusive Practices, part Teaching and Learning Academy, offered by John N. Gardner Institute (Gardner Institute) for Excellence Undergraduate Education. Participants answered three questions end course: what are your equity challenges? What goals? How do you measure success?; we analyzed responses using grounded theory. Findings this suggest that student-teacher positionality inequity prior knowledge may cause challenges educators. Furthermore, participants course set goals such as increasing student success (grades) empowering students, incorporating inclusive material curricula to humanize their course(s). Lastly, reveal educators through grades, well engagement feedback. Recommendations on how tackle associated with humanizing redesign provided.