ORCID

0009-0003-9919-5249

Keywords

Chemical Education Research, Laboratory Instruction, Professional Development, TA Training/Orientation, Multi-lingual Research, Universal Design for Learning

Abstract

STEM courses pose concealed barriers to learning for students with disabilities, a demographic that constitutes a significant portion of postsecondary science and engineering undergraduate student populations. While extensive research has examined access and inclusiveness in K–12 education and, to a more limited extent, in higher education, there remains a critical gap in understanding how to proactively design undergraduate chemistry curricula that are both accessible and inclusive for a diverse range of learners. In particular, limited attention has been given to supporting Graduate Teaching Assistants (GTAs) in adopting inclusive instructional practices in higher education chemistry courses.

In large academic institutions, GTAs are often tasked with guiding undergraduate students through small group and laboratory experiences, particularly during their General and Organic Chemistry courses. Often, these laboratory experiences represent the sole exposure to chemistry for some students. As such, the professional development (PD) of GTAs is pivotal in shaping the quality of undergraduate STEM education.

This dissertation investigates GTAs’ attitudes, beliefs, and reported use of instructional practices related to inclusive teaching, with an emphasis on Universal Design for Learning (UDL)-aligned strategies. Through a nationwide survey and interviews using a modified Inclusive Teaching Strategy Inventory (ITSI) and a scenario-based instrument (INCLUDE), the study identifies a consistent gap between GTAs’ value of inclusive teaching and the extent to which they report implementing such strategies. Based on these findings, this research developed tailored professional development resources, including multilingual video modules, and implementation guides, to help GTA training facilitators incorporate UDL principles into GTA training across the country. This work contributes to ongoing efforts to create more equitable learning environments and serves as a foundation for scalable, evidence-informed PD aimed at improving access and learning outcomes in postsecondary STEM education.

Completion Date

2025

Semester

Fall

Committee Chair

Saitta, Erin

Degree

Doctor of Philosophy (Ph.D.)

College

College of Sciences

Department

Chemistry

Format

PDF

Identifier

DP0029800

Document Type

Thesis

Campus Location

Orlando (Main) Campus

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