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Faculty Development Mini-modules on Evidence-based Inclusive Teaching and Mentoring Practices in Engineering

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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

Evidence-based Practices in Faculty Development

Tagged Division

Faculty Development Division

Tagged Topic

Diversity

Page Count

13

DOI

10.18260/1-2--34660

Permanent URL

https://peer.asee.org/34660

Download Count

147

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Paper Authors

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Sarah Ilkhanipour Rooney University of Delaware Orcid 16x16 orcid.org/0000-0002-9850-771X

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Sarah I. Rooney is an Assistant Professor and Director of Undergraduate Studies in the Department of Biomedical Engineering at the University of Delaware. She seeks to bring evidence-based teaching practices to the undergraduate curriculum. She received her B.S.E. and M.S.E. in Biomedical Engineering from the University of Michigan (Ann Arbor) and her Ph.D. in Bioengineering from the University of Pennsylvania (Philadelphia).

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Joshua A. Enszer University of Delaware

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Dr. Joshua Enszer is an associate professor in Chemical and Biomolecular Engineering at the University of Delaware. He has taught core and elective courses across the curriculum, from introduction to engineering science and material and energy balances to process control, capstone design, and mathematical modeling of chemical and environmental systems. His research interests include technology and learning in various incarnations: electronic portfolios as a means for assessment and professional development, implementation of computational tools across the chemical engineering curriculum, and game-based learning.

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Julia A. Maresca University of Delaware

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Microbiologist in Civil and Environmental Engineering; I teach microbiology (lecture and lab) to undergraduates and graduate students and do research on microbes in natural and engineered environments.

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S. Ismat Shah University of Delaware

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Professor S Ismat Shah has a joint appointment in the Departments of Materials Science and Engineering and Physics and Astronomy. He is also the Director of the Energy and Environment Policy Program. In addition to the STEM courses in his the Departments, he teaches policy and ethics courses.

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Sheldon Allister Hewlett University of Delaware

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Jenni M. Buckley University of Delaware

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Dr. Buckley is an Associate Professor of Mechanical Engineering at University of Delaware. She received her Bachelor’s of Engineering (2001) in Mechanical Engineering from the University of Delaware, and her MS (2004) and PhD (2006) in Mechanical Engineering from the University of California, Berkeley, where she worked on computational and experimental methods in spinal biomechanics. Since 2006, her research efforts have focused on the development and mechanical evaluation of medical and rehabilitation devices, particularly orthopaedic, neurosurgical, and pediatric devices. She teaches courses in design, biomechanics, and mechanics at University of Delaware and is heavily involved in K12 engineering education efforts at the local, state, and national levels.

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Abstract

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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