Faculty and staff development that is inquiry driven and equity focused contributes to a culture which honors the strengths and experiences of Latine/a/o students. A continuous improvement process will encourage innovation and improve practice, results used to increase knowledge and catalyze wide-scale, 制度变迁.

Through existing and expanded engagement in equity, 包容, 和“servingness,” professional development programs, 澳门皇家赌城在线大学 staff participate in comprehensive equity-minded professional development designed to develop a welcoming, 包容, and identity affirming campus environment w在这里 historically marginalized students, particularly Latine/a/o students feel seen, 听到, and a sense of belonging. Project S:AIL professional development programs expand existing faculty and staff professional development efforts to include a DEI-focused certification program to provide opportunities for faculty and staff to learn the most significant high-impact, evidence-based practices that have been shown to increase student outcomes, especially for Latine/a/o and other historically marginalized students.

Project S:AI(Learning) in STEM: Instills a sense of purpose through connection of course content to student goals, resulting in demonstrated persistence & STEM课程成功.1 (耶格尔,等. al, 2014)

  • Research conducted across all disciplines indicates that the faculty behaviors and characteristics that have a significant effect on student engagement include active and collaborative learning techniques, communicating high expectations to students, course-related student-faculty interactions, and an emphasis on enriching educational experiences.2 Educational equity scholars argue that the effectiveness of HSIs depend on the institution’s ability to both improve academic and affective outcomes for Latine/a/o students and provide a positive, culturally engaging campus 包容 of Latine/a/o students’ strengths and needs.

For information about all 澳门皇家赌城在线大学 professional development programs, visit the VC Professional Development website 在这里.

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1. 日前维. S.亨德森，m.h。. D.波内斯库，D.沃尔顿，G. M.D'Mello, S.斯皮策，B. J., & 达克沃斯,. L. (2014). Boring but important: a self-transcendent purpose for learning fosters academic self-regulation. Journal of personality and social psychology, 107(4), 559.

2. Umbach P. D., & Wawrzynski, M. R. (2005). Faculty do matter: The role of college faculty in student learning and engagement. Research in Higher education, 46(2), 153-184.