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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.
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Arrebatos and institutionalized barriers encountered by low‐income Latino/a/x engineering students at Hispanic‐Serving Institutions ( HSIs ) and emerging HSIs
Abstract BackgroundLatinos/as/xs continue to face many barriers as they pursue engineering degrees, including remedial placement, lack of access to well‐funded schools, and high poverty rates. We use the concept ofarrebatosto describe the internal reckoning that Latino/a/x engineering students experience through their journeys, particularly focusing on the impact of socioeconomic inequalities. PurposeTo bring counternarratives in engineering education research focusing on the experiences and lived realities of low‐income Latino/a/x engineering students. These counternarratives are an important step in interrogating systemic biases and exclusionary cultures, practices, and policies at HSIs and emerging HSIs and within engineering programs. MethodsPláticaswere conducted with 22 Latino/a/x engineering undergraduates from four different universities in the US Southwest. Thesepláticaswere coded and analyzed drawing from Anzaldúa's theoretical concept ofel arrebato. Special attention was given to participants'arrebatostriggered by their college experiences as low‐income individuals. ResultsAnalysis indicates that Latino/a/x engineering students' arrebatosarise from events that shake up the foundation of their own identity, including an institutional lack of sociopolitical consciousness. This lack of consciousness becomes evident not only in individuals' attitudes toward these students but also in institutional policies that put them at a further disadvantage. ConclusionsFindings have implications for engineering programs, particularly at HSIs and emerging HSIs regarding the creation of policies and practices that aim to secure the retention of low‐income Latino/a/x engineering students and alleviate the systemic barrier they face by affirming the practice of servingness.
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- PAR ID:
- 10567157
- Publisher / Repository:
- Journal of Engineering Education
- Date Published:
- Journal Name:
- Journal of Engineering Education
- Volume:
- 113
- Issue:
- 4
- ISSN:
- 1069-4730
- Page Range / eLocation ID:
- 1177 to 1197
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1002/jee.20612
