Shifting Faculty Beliefs and Embedding Equity in STEM: Process-Level Findings from the First Two Years of a Train-the-Trainer Program Comparing Cohorts 1 and 2.

Program Abstract: The implicit racialized beliefs of faculty about teaching, learning, and students are fundamental to STEM education and student outcomes. This presentation focuses on a program developed by LMU to shift these beliefs and enhance faculty skills through multi-semester learning communities linked to leadership and teaching roles. Through personalized coaching, expert support, and reflective practices, the program fosters equity-minded teaching while expanding student research opportunities and improving institutional accountability through data stewardship.

The presentation will share process-level findings from the first two years, comparing cohort 1 and cohort 2 (with ongoing data collection for cohort 2). This comparison highlights the program’s effectiveness and evolution. As both a participant in cohort 1 and facilitator of cohort 2, I will offer insights into the program’s “train the trainer” model, showcasing how faculty leaders are equipped to mentor their peers and embed equity in teaching and institutional practices.