Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Faculty Development Division
This evidence-based practice paper describes the creation, implementation, and assessment of mini-modules that instruct faculty on inclusive teaching and mentoring methods. A Faculty Learning Community (FLC) comprised of College of Engineering (CoE) faculty members developed six 10-minute modules with theory or evidence from literature and concrete teaching and mentoring tips. These modules were disseminated by FLC members at sequential CoE department faculty meetings. This format reached a large population of the CoE faculty, including those who had received very little prior diversity or teaching training. Surveys were administered after the first (pre) and final (post) module to assess faculty confidence in the module learning objectives, culturally responsive classroom management, and teaching engineering. Matched pre- and post-workshop surveys revealed statistically significant and sizable effects on faculty self-confidence related to the core workshop learning objectives: ability to minimize harmful psychosocial effects in the classroom (d=1.40, p=0.007, n=18), to mitigate their own unconscious biases (d=1.09, p=0.014, n=18), and to promote positive student-student and faculty-student interactions (d=1.00 & 0.92, respectively; p=0.049 for both; n=18). Workshop participation had little to no effect on faculty members’ self-efficacy related to culturally responsive classroom management and teaching engineering. Taken together, these results suggest that a faculty-led initiative of short, evidence-based mini-modules can increase faculty self-confidence in inclusive teaching and mentoring practices.
Rooney, S. I., & Enszer, J. A., & Maresca, J. A., & Shah, S. I., & Hewlett, S. A., & Buckley, J. M. (2020, June), Faculty Development Mini-modules on Evidence-based Inclusive Teaching and Mentoring Practices in Engineering Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34660
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