Date of Award

5-16-2024

Publication Type

Thesis

Degree Name

M.Ed.

Department

Education

Keywords

Diversity;Education;Equity;Inclusion;Science

Supervisor

Guoqiang Zhou

Abstract

Canada’s post-secondary science courses have consisted of students with various backgrounds, views, cultures, and socio-economic statuses. These courses are instructed by professors with relevant qualifications and experiences. Due to everyone’s uniqueness, equity, diversity, and inclusion (EDI) are vital to consider within classrooms. This study details insight into the thoughts instructors have regarding EDI as it relates to teaching materials, assessments, and pedagogy. Semi-structured interviews were conducted, transcribed, and categorized into codes and analyzed. Results demonstrate there has been a shift in pedagogy from traditional lectures only to the inclusion of active learning activities, interactive problem-solving, discussions, and real-world scenarios. Participant instructors from the University of Windsor (UWindsor) report having taken courses that support pedagogical growth; however, they recommend additional courses about allyship and LGBTQ2S+ inclusivity. They also report that accessibility has been a prevalent theme as physical barriers are still visible in laboratories and classrooms. Additionally, being equitable towards students proved difficult in practice due to differences in student’s circumstances and backgrounds, as well as instructors’ ability to provide adequate accommodations. In all, UWindsor must provide instructors with continued support via courses and supplemental resources that offer practical means to facilitating students’ mental, physical, and emotional health and in turn promote EDI in science classrooms.

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