Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Minorities in Engineering
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.
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
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