doctoral research focused on 1) how engineering stu- dents develop empathy during community-based learning (e.g., service-learning) and 2) how engineering educators can integrate empathy into their teaching. Before studying in the U.S., Linjue (Jade) earned her B.E. in Building Environment and Energy Engineering from the School of Architecture at Tsinghua University in China. ©American Society for Engineering Education, 2023 Lessons Learned: Designing an empathy workshop for engineering faculty to promote equity-focused teachingAbstract:This paper shares lessons learned from designing and reflecting on an empathy workshop for engineeringfaculty. The workshop
inclusive pedagogy.Dr. Jennifer A. Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co-director of the Consortium to Promote Reflection in Engineering Education (CPREE, funded by the Helmsley Charitable Trust), a member of the governing board for the International Research in Engineering
caused by the COVID-19 pandemic. These findings were further used todesign and facilitate a virtual 7-session three-month faculty development workshop. Our researchteam was interested in the cultural lens of engineering education in this context. Our researchquestions were as follows: What does culturally relevant engineering education look like in thecontext of Iraq? How do engineering faculty members who participated in a focused professionaldevelopment workshop provide culturally relevant support to their students? We recruited 19workshop participants, and 9 consented to participate in this study. Our data consist of semi-structured interviews, reflection journals, and survey questions developed to investigate the threecriteria (academic
mentoring practicesAbstractThis full research paper discusses the experiences of five Latiné/x faculty in engineering andwhat motivated them towards developing equity-minded educational practices for theirundergraduate students. The five faculty participants provided written reflections on how theirlife and professional experiences have informed said practices. From a social constructionismparadigm and using narrative inquiry methodology, a combination of in vivo and descriptivecoding (first cycle) followed by emergent and focused coding (second cycle) were used by thefirst three authors to generate a codebook. The theoretical frameworks of Community CulturalWealth, LatCrit, and Hidden Curriculum guided the data analysis and interpretation
was used when asking about theirdefinition of assessment. “...using this analogy, driving a car, I would like someone to be able to start the car, and drive around town, and do a couple basic tasks, without hurting someone, without hurting themselves…"By using this metaphor, we can see that this participant used assessment to assess whether or notstudents can perform a desired task, as opposed to, for example, assessing student understandingor knowledge.The participant then used the metaphor multiple times when explaining how they created theirtest questions. “Whether this particular aspect of a problem, I focused enough or not, that will reflect my current lecture. Did I pay too much attention in this
Inclusive Teaching: An Exploratory Approach to Evaluate Faculty PerceptionsAbstract:This study describes an exploratory approach to evaluate faculty perception of the peerobservation practice aimed to enhance inclusive teaching.The quality of teaching is a part of the evaluation criteria for Promotion, Tenure andReappointment (PTR) process for university faculty. The student-based evaluation of teaching isknown to have several limitations and hence cannot be the sole basis for instructor evaluation.Peer observation, self-reflection, and assessment of teaching portfolios can be employed asholistic evaluation practices. The Civil and Environmental Engineering (CEE) department at theUniversity of Connecticut (UConn) adopted a calibrated
student reflections, authentic learning assignments, ad the use of technology in the classroom. Boni hopes to pursue a career in academia with a focus on teaching and engineering education.Adam Steinberg ˜ Sullivan, Georgia Institute of TechnologyDr. Carol Subino Carol Subi˜no Sullivan is the assistant director of faculty teaching and learning initiatives for the Center for Teaching and Learning (CTL). In this role she supports educators through workshops, short courses, consultations, faculty learning communities and fellows groups, special events, scholarship of teaching and learning, digital resources awards and recognitions, and partnerships. In all of her efforts, her goal is to support educators in
relationshipswith these students and enhance the quality of education for everyone. 3. Theoretical Framework: Intercultural communication competenceICC is a crucial skill that researchers have been exploring for the last two decades. A review ofthe literature reveals a multitude of definitions of ICC [14]. This variability in the content ofICC models and dimensions presents several challenges. For this reason, Griffith and others[14] propose a framework and operational definition to serve as the basis for the developmentof the concept of ICC in higher education research. This operational definition is based onprior research and states that ICC “reflects a person’s capability to gather, interpret, and actupon these radically different cues to function
Lab [DEL] at Stanford University. The participant group had a diverse set of educational and professional backgrounds and included undergraduates (N=3), graduate students and postdoctoral scholars (N=4), visiting student researchers (N=5), academic staff (N=1), and experienced faculty members (N=3). As a part of the session, the participants were asked to reflect and respond to two questions: 1) As an instructor, what is a teaching strategy or practice that you use to create a more inclusive and equitable classroom (i.e., to help students feel like they belong and are supported)? 2) As a student, what is a teaching strategy or practice that you wish your instructors used to create a better
underlying Well-being and developmental programsand addresses the theories in relation to teachers. Author Theoretical Background Relevance To Teachers & Year Diener, Diener’s Subjective Well-being explores Teachers’ Subjective Well-being has 1984 the perception of the individual about been shown to influence their view on his/her life. It reflects the positive and work and their overall satisfaction with limiting emotional reactions to one’s life [27]. It has been predominantly noted satisfaction with life [26]. This theory by that teachers with decreased levels of Diener shows Well-being as an outcome
communication about DEI initiatives and progress o Difficulties with implementing consistent policy or communication across departments o Who is coordinating and holding people accountable?Challenges relating to strategizing the DEI curriculum focused most often on finding room in thecurriculum for DEI courses or content, as reflected in this comment: “The curriculum is tightalready, so there's not much wiggle room for making changes.” Several respondents wereconcerned about the need for a “curriculum overhaul,” either by adding new courses or newcontent to existing courses. Other challenges pertained to the scope of DEI content and scale ofimplementation: o Achieving critical mass of DEI content so that these concepts are embedded, not
tenure stuff was, like, a whole another step in its own right.” [R2]Peer-review committee feedback was often minimal as well. Several faculty reported that officialletters were often generic and positive (“Keep up the good work!”), and under-reflected whatwould be needed for tenure and promotion. R10 speculated that committees try to be positive intheir official letters because the letters stay in the candidate’s record, and are included in theirP&T dossier.A female non-STEM faculty member received a positive official letter from her committee, butwas also told in a side conversation with faculty from her department that changes were needed.In her words: “The official letter is really positive and praiseworthy, and the summary is
get out of that, and this is what I would tell you to say to do that or, you know, so I have people in my corner, who definitely are trying to help reduce that kind of workload.”Eva has a mentor that understands the tenure process and is a support for her as she navigates theworkload and faculty norms. Understanding the importance of mentorship in these experiences iscrucial to understanding how faculty navigate the tenure process, especially with the lack ofmentors that reflect their identities which promotes isolation.Understanding the Tenure and Promotion process in Engineering Departments Participants spoke in detail about the worries they had about the process. Some of theareas of concern are highlighted by a few
Paper ID #39231Work in Progress: Creating Effective Prompts for ”Teaming” SessionsDr. Jennifer A. Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co-director of the Consortium to Promote
,” Journal of College Student Retention: Research,Theory & Practice, vol. 24, no. 2, pp. 316–336, 2022, doi: 10.1177/1521025120915576[28] Y. J. Wong, “The psychology of encouragement: Theory, research, and applications,” TheCounseling Psychologist, vol. 43, pp. 178–216, 2015, doi: 10.1177/0011000014545091.[29] R. Frey, J. Mutambuki, and D. Leonard, “Features of an effective future-faculty teachingdevelopment program,” Journal of College Science Teaching, vol. 49, no.4, pp. 58-65, 2020.[30] L. A. Wendling, “Valuing the engaged work of the professoriate: Reflections on ErnestBoyer’s Scholarship Reconsidered,” Journal of the Scholarship of Teaching and Learning, vol.20, no. 2, 2020), doi: 10.14434/josotl.v20i2.25679.[31] J. Zimmerman, The amateur
, provide feedback,and check-in on progress regarding their project. We asked them to respond to a simple monthly check-inform (i.e., short reflective prompts) available online in our Learning Management System.During summer 2022, thanks to funding from the grant, a Makerspace student staff was available to helpfaculty who wanted to come in during the summer months to practice using the equipment. No datacollection was conducted during that time.The second year of our study has been focused on implementation of the faculty project ideas, leveragingthe makerspace, into their courses. To check in on progress in the middle of the second year, one-on-onesemi-structured interviews were carried out by a trained graduate student research assistant in
be gleaned from their perspectives [5], [7]–[9]. Analysis ofdiscrepant cases that fall outside the norm is a critical strategy in qualitative research [7]–[9].The uncertainty and inconsistency involved in such outlier cases do not invalidate theparticipants’ stories but instead reflect the complexities in the phenomena under study [5], in thiscase, mentorship. Discrepant cases can provide clues to generating innovative hypotheses andunderstandings not readily apparent in more common responses [5], [8], [10], and, as such,require close examination to reveal their meaning [8].We leverage attachment theory as a psychological and developmental lens [11], [12] to guidethis study. Attachment theory has been extensively used to examine mentoring
protocol was organized into 3 parts: backgroundinformation; program experience; and DEI in practice (see Appendix A). Immediately after theinterviews, researchers created memos as a space for reflection and initial data analysis. Theresearch team completed two rounds of coding and refining the interview data [6]. During thefirst round of analysis, the first and second author individually coded each interview. The secondround of analysis consisted of the first and second author comparing and consolidating theircodes, which led to the creation of nine themes (Table 1). Table 1: Nine Themes What Mentorship Means to Program Goals