Faculty and Administrators' Servingness in Engineering Education at Hispanic Serving Institutions: A Systematic Review

Hyun Kyoung Ro; Shirley Anderson

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Faculty Development Division (FDD) Technical Session 2
Tagged Division: Faculty Development Division (FDD)
Tagged Topic: Diversity
Permanent URL: https://peer.asee.org/47454

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Paper Authors

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Hyun Kyoung Ro University of North Texas orcid.org/0000-0003-1266-9345

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Dr. Hyun Kyoung (Hyunny) Ro, Associate Professor of Counseling and Higher Education at the University of North Texas, holds a Ph.D. in Higher Education from The Pennsylvania State University with a minor in Educational Psychology—Applied Measurement. Her research focuses on Gender and Racial Equity in STEM Education, Learning Experiences and Outcomes for Marginalized Students, and Critical Quantitative Research and Assessment.

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Shirley Anderson University of North Texas

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Shirley Anderson is a Ph.D. student in Higher Education at the University of North Texas. She is also the Assistant Director of the Health Professions Advising Center at UT Dallas. Her research interests surround the topic of Marginalized Students in Healthcare.

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Abstract

The purpose of this systematic review study is aimed at examining the roles and contributions of engineering faculty members and administrators in enhancing the educational experiences of Latinx and other BIPOC students at Hispanic-Serving Institutions (HSIs). HSIs play a vital role in attracting, enrolling, and retaining racially minoritized students in engineering programs. However, it remains essential to comprehensively understand how faculty engage in teaching, mentoring, and supporting these students and how administrators’ leadership and support services influence the overall educational landscape in engineering programs at HSIs. Scholars have argued that it is critical to investigate the roles of faculty members and administrators in promoting diversity, equity, and inclusion at HSIs (Garcia et al., 2019; Marin & Aguilar-Smith, 2023), particularly within engineering education.

This systematic review will involve selecting and analyzing approximately 35 peer-reviewed articles and conference proceedings about engineering education published from 2010 to the present. The articles will be chosen based on predefined inclusion and exclusion criteria, with a focus on faculty and administrator roles in teaching, mentoring, and supporting Latinx and other BIPOC students in engineering. The study will employ a systematic and rigorous data analysis approach, selecting articles that reported research, policy, and practice implications for faculty and administrators particularly. We will ask two research questions: 1. What is the nature of HSI scholarship in engineering education? 2. What are the resulting implications for faculty and administrators?

We will report what areas of faculty and administrators’ contribution have been studied and published in engineering education literature. This systematic review contributes to the growing body of knowledge on the roles of faculty and administrators in promoting diversity, equity, and inclusion in engineering education at HSIs. The findings are expected to provide guidance for further research, inform policy decisions, and help shape practices that lead to a more inclusive and supportive engineering educational environment.

Citation
Format

Ro, H. K., & Anderson, S. (2024, June), Faculty and Administrators' Servingness in Engineering Education at Hispanic Serving Institutions: A Systematic Review Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47454

TY  - CPAPER
AB  - The purpose of this systematic review study is aimed at examining the roles and contributions of engineering faculty members and administrators in enhancing the educational experiences of Latinx and other BIPOC students at Hispanic-Serving Institutions (HSIs). HSIs play a vital role in attracting, enrolling, and retaining racially minoritized students in engineering programs. However, it remains essential to comprehensively understand how faculty engage in teaching, mentoring, and supporting these students and how administrators’ leadership and support services influence the overall educational landscape in engineering programs at HSIs. Scholars have argued that it is critical to investigate the roles of faculty members and administrators in promoting diversity, equity, and inclusion at HSIs (Garcia et al., 2019; Marin &amp;amp; Aguilar-Smith, 2023), particularly within engineering education. 

This systematic review will involve selecting and analyzing approximately 35 peer-reviewed articles and conference proceedings about engineering education published from 2010 to the present. The articles will be chosen based on predefined inclusion and exclusion criteria, with a focus on faculty and administrator roles in teaching, mentoring, and supporting Latinx and other BIPOC students in engineering. The study will employ a systematic and rigorous data analysis approach, selecting articles that reported research, policy, and practice implications for faculty and administrators particularly. We will ask two research questions: 
1.	What is the nature of HSI scholarship in engineering education?
2.	What are the resulting implications for faculty and administrators?

We will report what areas of faculty and administrators’ contribution have been studied and published in engineering education literature. This systematic review contributes to the growing body of knowledge on the roles of faculty and administrators in promoting diversity, equity, and inclusion in engineering education at HSIs. The findings are expected to provide guidance for further research, inform policy decisions, and help shape practices that lead to a more inclusive and supportive engineering educational environment.

AU  - Hyun Kyoung Ro
AU  - Shirley Anderson
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Faculty and Administrators' Servingness in Engineering Education at Hispanic Serving Institutions: A Systematic Review
UR  - https://peer.asee.org/47454
ER  -