Honors Theses
Date of Award
Spring 5-8-2026
Document Type
Undergraduate Thesis
Department
Biology
First Advisor
Mariel Pfeifer
Second Advisor
Stephanie Berg
Third Advisor
Liz Norell
Relational Format
Dissertation/Thesis
Abstract
This study investigates the inclusive teaching practices of instructors in undergraduate introductory biology and chemistry courses by building upon the principles of the Inclusive Practice Project (IPP) framework presented by Florian and Spratt. Instructor interviews were conducted to learn more about instructors’ life experiences, teaching strategies, and conceptions of inclusive pedagogy. These interviews were then analyzed using a qualitative research approach in which data were coded to consensus. Instructor interviews revealed strong alignment with the IPP framework, demonstrating that inclusive teaching is both intentional and actionable. Instructors recognized and responded to student differences by designing structured, flexible courses and removing barriers to learning, while also fostering peer connections and adapting learning expectations to individual needs. They expressed a clear belief in their abilities in teaching students, using active communication, evidence-based strategies, and intentional classroom activities to support engagement. Instructors also committed to ongoing professional growth, seeking out resources, collaborating with colleagues, and responding to institutional expectations to improve teaching practices. Additionally, personal experiences with disability, either their own or through interactions with students, emerged as a powerful influence on inclusive pedagogy, deepening empathy and informing responsive strategies. Overall, the findings show that inclusive practice is enacted.
Recommended Citation
Nguyen, Kylee and Stine, Abby, "Exploring Instructor Perspectives On Supporting Students With Disabilities In STEM Education Through Qualitative Research" (2026). Honors Theses. 3384.
https://egrove.olemiss.edu/hon_thesis/3384
Accessibility Status
Searchable text
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.