Inclusive STEM teaching learning community facilitator survey data

Inclusive teaching requires more than good intentions; it is an ongoing commitment to learning, reflecting, and making equitable and inclusive changes to pedagogical practices and curriculum to support all students. This paper examines a professional development program designed to advance the awareness, self-efficacy, and ability of STEM educators to cultivate inclusive learning environments for all their students and to develop themselves as reflective, inclusive practitioners. Specifically, we examine how this training model impacted learning community facilitator self-reported confidence and practices in facilitating an inclusive teaching learning community. 
This mixed methods study reports on survey data from project trained facilitators (n=71) collected over four course runs. Quantitative results indicate that facilitators reported significant increases in confidence, with the largest effect sizes occurring in areas of facilitation related to diversity, equity, and inclusion (DEI..., Surveys were distributed via Qualtrics to all active facilitators from each course run shortly following the close of the course and several reminders were sent in subsequent weeks. Using a mix of Likert scale, multiple choice, and open ended questions, the survey asked facilitators to reflect on their experiences. Likert scale and multiple choice questions addressed topics pertaining to facilitation methods and pedagogy, perceived participant experiences, similarity and difference to general DEI facilitation, and utilization of various facilitation resources. The survey explored multiple confidence scales using a retrospective pre- post- approach (Stake, 2002) that examined confidence before facilitator training, after facilitator training, and after LC facilitation. Open ended questions asked facilitators to elaborate on their Likert scale responses and provide insight into their experiences as a facilitator. Demographic data were also collected. 
Datasets for four course runs were ev..., , # Inclusive STEM Teaching Learning Community Facilitator Survey Data

[https://doi.org/10.5061/dryad.cc2fqz6cn](https://doi.org/10.5061/dryad.cc2fqz6cn)

## **Overview**

This dataset consists of learning community facilitators from four course runs: Summer 2021, Fall 2021, Spring 2022, and Fall 2022. We invited all facilitators who facilitated LCs during this timeframe (*n*=129) to participate in this study, 96 of whom completed the survey (response rate 74.4%). We excluded 25 survey participants for either not providing consent to use their responses for analyses or for completing less than 50% of the survey. Distinct IDs were then assigned to each of the remaining survey respondents (*n*=71). The cleaned data set included responses from repeat facilitators (*n*=8) who indicated that their most recent facilitation experience was sufficiently different from prior experiences and opted to complete the survey.

## Quantitative Data Files and Analysis

### Quantitative Data File Structure...