More Like this

1. What does an Engineering Instructional Faculty do? Voices of Engineering Instructional Faculty at Hispanic-Serving Institutions

   Dansu, V; Coso_Strong, A; Kendall, M (January 2023, Proceedings of the Collaborative Network for Engineering and Computing Diversity (CoNECD) Conference)
2. WIP: Faculty Developer’s perceptions of Engineering Instructional Faculty engagement in instructional professional development at HSIs

   Kendall, M.; Bracho Perez, V.; Henderson, G. (January 2022, ASEE Annual Conference proceedings)

   This work-in-progress paper details preliminary results from a qualitative study exploring faculty developers’ interactions with and perceptions of engineering instructional faculty (EIF) at Hispanic-Serving Institutions (HSIs). One potential resource for supporting EIF’s educational innovation efforts is their institutions’ center for teaching and learning (CTL). Through CTLs, and similarly named offices, faculty developers provide EIF and other faculty with professional development opportunities, such as pedagogy workshops, consultations, and seminars. By engaging in services provided by faculty developers, EIF can draw on new ideas, energy, and perspectives for instruction that they can incorporate into their beliefs and practices. This is particularly relevant at HSIs, which play a crucial role in enhancing the education of Latinx engineering students. This study aims to understand HSI faculty developers’ perceptions of EIF’s motivation to participate in professional development programming around instruction. Leveraging the self-determination theory of motivation, our preliminary results suggest that faculty developers recognize how extrinsic and intrinsic factors play an important role in EIF’s decisions to engage in instructional development programming. Based on our preliminary results, we encourage the faculty development community to leverage the identity of EIF as problem-solving engineers, identify and correct misconceptions about the role of faculty developers, and be intentional about how their programming responds to the factors intrinsically and extrinsically motivating EIF. 

   more » « less
3. WIP: Faculty Developers’ perceptions of Engineering Instructional Faculty engagement in instructional professional development at HSIs

   Bracho Perez, V.; Perez, C. M.; Kendall, M. R.; Henderson, G. (January 2022, ASEE Annual Conference proceedings)
4. The AMPLIFY Project: Experiences of Engineering Instructional Faculty at HSIs

   Urquidi Cerros, Y. A.; Salgado, H.; Bracho Perez, V.; Perez, C. M.; Kendall, M. R.; Coso Strong, A.; Henderson, G.; Basalo, I. (January 2022, ASEE annual conference proceedings)
5. The AMPLIFY Project: Experiences of Engineering Instructional Faculty at HSIs.

   Urquidi Cerros, Y. A.; Salgado, H.; Bracho Perez, V.; Perez, C. M.; Kendall, M. R.; Coso Strong, A.; Henderson, G.; Basalo, I. (January 2022, Proceedings of the 2022 ASEE Annual Conference & Exposition)

   The AMPLIFY project, funded through the NSF HSI Program, seeks to amplify the educational change leadership of Engineering Instructional Faculty (EIF) working at Hispanic Serving Institutions (HSIs). HSIs are public or private institutions of higher education enrolling over 25% full-time undergraduate Hispanic or Latinx-identifying students [1]. Many HSIs are exemplars of developing culturally responsive learning environments and supporting the persistence and access of Latinx engineering students, as well as students who identify as members of other marginalized populations [2]. Our interest in the EIF population at HSIs arises from the growing body of literature indicating that these faculty play a central role in educational change through targeted initiatives, such as student-centered support programs and the use of inclusive curricula that connect to their students’ cultural identities [3]–[7]. Our research focuses on exploring methods for amplifying the engineering educational change efforts at HSIs by 1) making visible the experiences of engineering instructional faculty at HSIs and 2) designing, implementing, and evaluating a leadership development model for engineering instructional faculty, thereby 3) equipping and supporting these faculty as they lead educational change efforts. To achieve these goals, our project team, comprising educational researchers, engineering instructional faculty, instructional designers, and graduate students from three HSIs (two majority-minority and one emerging HSI), seeks to address the following research questions: 1) What factors impact the self-efficacy and agency of EIF at HSIs to engage in educational change initiatives that encourage culturally responsive, evidence-based teaching within their classrooms, institutions, or beyond? 2) What are the necessary competencies for EIF to be leaders of this sort of educational change? 3) What individual, institutional, and professional development program features support the educational change leadership development of EIF at HSIs? 4) How does engagement in leadership development programming impact EIF educational leadership self-efficacy and agency toward developing and using culturally responsive and evidence-based approaches at HSIs? This multi-year project uses various qualitative, quantitative, and participatory research methods embedded in a series of action research cycles to provide a richer understanding of the successes and needs of EIF at HSIs [8]. The subsequent design and implementation of the AMPLIFY Institute will make visible the features and content of instructional faculty development programs that promote educational innovation at HSIs and foster a deeper understanding of the framework's impact on faculty innovation and leadership. 

   more » « less