Catalyzing Institutional Change by Implementing a Faculty Development Program for Culturally Responsive Pedagogy at an HSI

William A. Kitch; Andrea L. Robledo

Download Paper | Permalink

Conference: 2020 ASEE Virtual Annual Conference Content Access
Location: Virtual On line
Publication Date: June 22, 2020
Start Date: June 22, 2020
End Date: June 26, 2021
Conference Session: Minorities in Engineering Division Technical Session 7
Tagged Division: Minorities in Engineering
Tagged Topic: Diversity
Page Count: 13
DOI: 10.18260/1-2--34264
Permanent URL: https://peer.asee.org/34264
Download Count: 567

Paper Authors

biography

William A. Kitch Angelo State University orcid.org/0000-0002-1485-4344

visit author page

Dr. Kitch is Professor and Chair of the David L. Hirschfeld Department of Engineering at Angelo State University. Before starting his academic career he spent 24 years as a practicing engineer in both the public and private sector. He is a registered professional engineer in Colorado, California and Texas

visit author page

biography

Andrea L. Robledo Angelo State University

visit author page

Dr. Andrea Robledo received her PhD in Higher Education and Student Affairs from Indiana University. Dr. Robledo currently serves as Director for STEM HSI Success Programs with the David L. Hirschfeld Department of Engineering at Angelo State University. In her role, she works to support student success in engineering and faculty development through a Hispanic Serving Institution grant from the US Department of Education. Prior to joining ASU, she worked with Lumina Foundation on their Latino/a Student Success program initiative that emphasized the importance of collective impact in increasing the number of Latinos with post-secondary degrees and certificates. Dr. Robledo holds a bachelor’s degree in Psychology from Texas A&M University and a master’s degree in Applied Anthropology from University of North Texas.

visit author page

Download Paper | Permalink

Abstract

This paper presents a work-in-progress of a faculty development program initiated by the engineering program at XXX University, an Hispanic Serving Institution (HSI). This program is designed to establish culturally responsive pedagogical practice among faculty across the entire university. The program builds on the energy, leadership, and initiative of a new and innovative engineering department to establish institutional change toward culturally responsive pedagogy. The paper reports on implementation of the program, initial difficulties, and modifications made. The paper discusses the creation of a definition for cultural responsive and development of an assessment program.

XXX University is a recently emerged HSI. While the diversity of the student population is continually growing, the diversity of the faculty is not representative of that of the students served. In an effort to support the faculty’s teaching in the increasingly diverse student population, the engineering program at the university proposed a faculty training program focused on culturally responsive pedagogy (CRP) in a recently funded Department of Education Title V grant. Implementing the CRP faculty development program has proved to be challenging. Difficulties included, scaling the program to reach enough faculty to produce meaningful institutional change, working within the limitations of an institution with a high faculty teaching load, communicating the meaning and goals of CRP to university leadership and faculty, and accessing the effectives of the CRP development program.

The CRP faculty development program is implemented using the Certificate in College Teaching and Learning in HSIs program developed by ESCALA Educational (ESCALA 2016). The CRP development program is currently in its third year of implementation and has accomplished two major milestones. First, the delivery method was redesigned to increase number of faculty trained from two per year to 20+ per year. Second, an actionable definition of CRP was developed. This definition was based on Fraire (1974), Gay (2002), and Ladson-Billings (2014) but was informed by the University’s mission and culture to put in a context amenable to university leadership and faculty. The current focus for the CRP program is to develop an assessment program to evaluate its effectiveness. The proposed assessment process uses program theory (Finney and Horst 2019, Pope et al 2019) as a key part of the assessment design.

Citation
Format

Kitch, W. A., & Robledo, A. L. (2020, June), Catalyzing Institutional Change by Implementing a Faculty Development Program for Culturally Responsive Pedagogy at an HSI Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34264

TY - CPAPER
AB - This paper presents a work-in-progress of a faculty development program initiated by the engineering program at XXX University, an Hispanic Serving Institution (HSI). This program is designed to establish culturally responsive pedagogical practice among faculty across the entire university. The program builds on the energy, leadership, and initiative of a new and innovative engineering department to establish institutional change toward culturally responsive pedagogy. The paper reports on implementation of the program, initial difficulties, and modifications made. The paper discusses the creation of a definition for cultural responsive and development of an assessment program.

XXX University is a recently emerged HSI. While the diversity of the student population is continually growing, the diversity of the faculty is not representative of that of the students served. In an effort to support the faculty’s teaching in the increasingly diverse student population, the engineering program at the university proposed a faculty training program focused on culturally responsive pedagogy (CRP) in a recently funded Department of Education Title V grant. Implementing the CRP faculty development program has proved to be challenging. Difficulties included, scaling the program to reach enough faculty to produce meaningful institutional change, working within the limitations of an institution with a high faculty teaching load, communicating the meaning and goals of CRP to university leadership and faculty, and accessing the effectives of the CRP development program.

The CRP faculty development program is implemented using the Certificate in College Teaching and Learning in HSIs program developed by ESCALA Educational (ESCALA 2016). The CRP development program is currently in its third year of implementation and has accomplished two major milestones. First, the delivery method was redesigned to increase number of faculty trained from two per year to 20+ per year. Second, an actionable definition of CRP was developed. This definition was based on Fraire (1974), Gay (2002), and Ladson-Billings (2014) but was informed by the University’s mission and culture to put in a context amenable to university leadership and faculty. The current focus for the CRP program is to develop an assessment program to evaluate its effectiveness. The proposed assessment process uses program theory (Finney and Horst 2019, Pope et al 2019) as a key part of the assessment design.

AU - William A. Kitch
AU - Andrea L. Robledo
CY - Virtual On line
DA - 2020/06/22
PB - ASEE Conferences
TI - Catalyzing Institutional Change by Implementing a Faculty Development Program for Culturally Responsive Pedagogy at an HSI
UR - https://peer.asee.org/34264
DO - 10.18260/1-2--34264
ER -