now more than ever, the need for inclusive teaching practices in STEM is critical for achieving and sustaining a
diverse workforce that can address the complex challenges of the 21st century. Despite genuine efforts, people
of color, persons with disabilities, LGBTQIA+ persons, and those representing other marginalized identities
continue to face persistent obstacles that hinder their full participation and achievement in STEM fields. A
promising approach to improve the existing conditions for those from marginalized identities is culturally
responsive pedagogy, an inclusive instructional framework that honors and validates the student?s cultural
heritage and social identity while linking instruction to socio-political realities. Research in K-12 shows that a
culturally responsive curriculum and instruction increase engagement, enhance learning, and improve student
outcomes, motivation, confidence, and sense of belonging. However, implementation of culturally responsive
teaching in undergraduate education is less commonly implemented. In this major workshop, we will discuss
strategies that instructors can use to incorporate culturally responsive teaching in their laboratory classrooms.
Published practices for culturally responsive assessment will also be provided and discussed. Participants will
reflect on their current teaching practices and identify areas where they may implement CRT practices. By the end
of the workshop, participants will have an enhanced understanding of what culturally responsive teaching
Keywords: Culturally Responsive Pedagogy, First Generation Students, Inclusive Teaching, DEI
University of Maryland (2024)
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