Board 123: Work in Progress: A Case Study of a Community of Practice Model Fostering Faculty Scholarship of Teaching and Learning of the Entrepreneurial Mindset
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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July 12, 2024
- Conference Session
- Tagged Division
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Faculty Development Division (FDD)
- Tagged Topic
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Diversity
- Permanent URL
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https://peer.asee.org/46680
Paper Authors
Kristen Peña
Arizona State University
orcid.org/0009-0004-8260-914X
In her role as Program Manager, Learning Initiatives for the Fulton Schools of Engineering (FSE) Learning & Teaching Hub (LTH), Kristen Peña plans, develops, and supports a variety of faculty professional learning initiatives, including workshops, quick-reference guides, and other learning opportunities for engineering instructional staff and faculty.
Kristen has worked in higher education since 2014 in various roles supporting student development, faculty-directed programs, and entrepreneurial experiential learning. Kristen is a first-generation student and holds a Doctor of Education degree in Leadership and Innovation from ASU. Her research interests include faculty professional development, faculty-student interactions, first-generation college students, and retaining students in STEM fields.
Medha Dalal
Arizona State University
orcid.org/0000-0001-5705-1800
Medha Dalal’s career as an engineering education researcher focuses on addressing complex engineering education challenges by building capacity for stakeholders at the grassroots, while also informing policy. She is an assistant research professor and associate director of scholarly initiatives at the learning and teaching hub in the Fulton Schools of Engineering at Arizona State University. She has a Ph.D. in Engineering Education, a master’s in computer science, and a bachelor’s degree in electrical engineering. Her research at the cross-roads of engineering, education, and technology seeks to transform and democratize engineering education by exploring ways of thinking, identifying effective professional development approaches, and uncovering pedagogical techniques to enhance students’ engineering curiosity, engagement, and learning.
Jean M. Andino Ph.D., P.E. Arizona State University
Jean M. Andino is a faculty member in Chemical Engineering and Civil, Environmental, and Sustainable Engineering at Arizona State University (ASU). She earned a Bachelor of Science degree in Engineering Sciences at Harvard University and a PhD in Chemical Engineering at the California Institute of Technology.
Abstract
This work-in-progress paper provides insights from facilitators and participants of a Community of Practice (CoP) focused on the Scholarship of Teaching and Learning (SoTL) in engineering, addressing the challenge of supporting faculty in integrating an entrepreneurial mindset (EM) in engineering pedagogy. Individual interviews of four faculty were conducted. We found that faculty experienced both barriers and benefits during their participation in the CoP. The evolving expectations and responsibilities faced by faculty members in the realm of engineering education continue to be a challenge. Institutional and structural supports are needed to address these barriers to SoTL. This paper will be presented as a poster to foster dialogue around findings and implications.
Peña, K., & Dalal, M., & Andino, J. M. (2024, June), Board 123: Work in Progress: A Case Study of a Community of Practice Model Fostering Faculty Scholarship of Teaching and Learning of the Entrepreneurial Mindset Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/46680
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