Asee peer logo
advanced search
Displaying all 2 results

Y(Our) story: A collaborative autoethnographic reflection of a faculty community of practice to promote equity-oriented engineering education

Conference Session
Faculty Development: Broad Impact
Collection
2025 ASEE Annual Conference & Exposition
Authors
Jay Mann, University of Illinois at Urbana - Champaign; Ali Ansari, University of Illinois at Urbana - Champaign; Wayne L Chang, University of Illinois Urbana-Champaign; Caroline Cvetkovic, University of Illinois Urbana-Champaign; Holly M Golecki, University of Illinois Urbana-Champaign; Ramez Hajj, University of Illinois at Urbana - Champaign
Tagged Divisions
Faculty Development Division (FDD)
recruitment and retention for and learning outcomes of students from diverse backgrounds(Cao, Murzi, & Chowdhury, 2023; Mejia & Martin, 2023). As such, engineering educationscholars have regularly explored strategies for course development, instruction, and assessmentthat support more equitable learning experiences for all students (Walden,Trytten, & Shehab,2018). To achieve this, scholars have focused considerable attention on faculty professionaldevelopment to strengthen a commitment to DEI efforts and to equip faculty with practices andstrategies that promote equity-oriented teaching (Bunin, Scott, Landoll, Servey, & Konopasky,2023; Secules & Masta, 2020).One successful approach to sustained faculty development to advance
Relevance Score: 0.06135011

Enhancing engineering faculty implementation of inclusive pedagogy through an inclusive excellence faculty development program

Conference Session
Faculty Development: Round Table Discussions
Collection
2025 ASEE Annual Conference & Exposition
Authors
Renee M. Desing, University of Washington; Robin Neal Clayton, University of Washington
Tagged Topics
Diversity
Tagged Divisions
Faculty Development Division (FDD)
. Educ., vol. 53, no. 2, pp. 106–116, 2002.[13] N. Huggins and H. Murzi, “Work in Progress: Culturally Relevant Pedagogy in Engineering: Understanding Faculty Perceptions,” in 2024 IEEE World Engineering Education Conference (EDUNINE), Guatemala City, Guatemala: IEEE, Mar. 2024, pp. 1–4. doi: 10.1109/EDUNINE60625.2024.10500612.[14] R. M. Desing, J. Yen, and K. Thomas-Brown, “Motivations for Engineering Faculty Engagement in an Inclusive Pedagogy Program,” in Collaborative Network for Engineering and Computing Diversity (CoNECD), San Antonio, Texas, 2025.[15] J. Lave and E. Wenger, Situated learning: Legitimate peripheral participation. Cambridge University Press, 1991.[16] J. Saldaña, The Coding
Relevance Score: 0.052057296