Date of Award
5-2025
Degree Type
Dissertation
Degree Name
Doctor of Social Work (DSW)
Department
<--Please Select Department-->
Dissertation Chair
Jennifer Wilson, Ph.D.
Faculty Advisor
Elizabeth Luoma, Ph.D.
2nd Reader
Frank Tuitt, Ph.D.
3rd Reader
Nubian Sun, Ph.D.
Abstract
This study examines the perceptions and experiences of faculty members who participated in faculty learning communities (FLCs) centered on antiracism, diversity, equity, and inclusion (ADEI) pedagogy. Employing a hermeneutic phenomenological research design, the study identified recurring themes related to faculty perspectives, perceived changes in teaching practices, attitude shifts, and course content influenced by their involvement in these communities. The sample consisted of faculty from a range of disciplines at various traditionally white institutions (TWIs) across the United States. This research centers faculty insights from both professional and personal standpoints, shedding light on the role of FLCs as a form of professional development. Four major themes emerged from the findings: faculty motivation and commitment, self-reflection and awareness, changes in course content, and teaching practices and lastly, institutional challenges. A range of subthemes is also explored throughout this dissertation. These findings aim to support educators—particularly those in social work and related disciplines in learning from their peers' experiences to more effectively integrate ADEI-focused FLCs into faculty development initiatives.
Recommended Citation
Daniels-Smart, Q. (2025). Intent vs. impact: Instructor preceptions and experiences in faculty learning communities with a focus on antiracism, diversity, equity, and inclusion [Unpublished doctoral dissertation]. Sacred Heart University.
Creative Commons License
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Comments
A PhD in Social Work project submitted in partial fulfillment of the requirements for the degree of Doctor of Social Work, Sacred Heart University College of Arts and Sciences.