Faculty Perceptions of Key Concepts in Degree Curriculum: Identifying the Role of Diversity, Equity, Inclusion, and Justice

April Townson; Cheryl A Bodnar; Kaitlin Mallouk; Stephanie Farrell; Raquel Wright-Mair

Download Paper | Permalink

Conference: 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Location: Arlington, Virginia
Publication Date: February 25, 2024
Start Date: February 25, 2024
End Date: February 27, 2024
Conference Session: Track 7: Technical Session 1: Faculty Perceptions of Key Concepts in Degree Curriculum: Identifying the Role of Diversity, Equity, Inclusion, and Justice
Tagged Topics: Diversity and CoNECD Paper Sessions
Page Count: 21
DOI: 10.18260/1-2--45453
Permanent URL: https://peer.asee.org/45453
Download Count: 24

Request a correction

Dr. Bodnar is an Associate Professor in the Experiential Engineering Education Department at Rowan University. Her research interests relate to the incorporation of active learning techniques such as game-based learning in undergraduate classes as well as innovation and entrepreneurship.

visit author page

biography

Kaitlin Mallouk Rowan University orcid.org/0000-0003-4367-1165

visit author page

Kaitlin Mallouk is an Associate Professor of Experiential Engineering Education at Rowan University. Prior to beginning that role, she spent five years an Instructor in the Mechanical Engineering and Experiential Engineering Education Departments at Rowan.

visit author page

biography

Stephanie Farrell Rowan University

visit author page

Dr. Stephanie Farrell is Professor and Founding Department Head of Experiential Engineering Education at Rowan University (USA). Prior to 2016 she was a faculty member in Chemical Engineering at Rowan.

visit author page

biography

Raquel Wright-Mair Rowan University orcid.org/0000-0001-6744-371X

visit author page

Dr. Wright-Mair is Associate Professor of Higher Education at Rowan University. She conducts research that is grounded in social justice, equity, and inclusion in higher education. Dr. Wright-Mair’s research agenda seeks to transform and advocate for the creation of more equitable and inclusive campus environments for underrepresented populations, specifically racially minoritized faculty members.

visit author page

Download Paper | Permalink

Abstract

Keywords: faculty, engineering, In recent years many universities have established initiatives specifically dedicated to advancing diversity, equity, inclusion and justice (DEIJ) on their campuses, including X University's establishment of the Division of Diversity Equity and Inclusion in 2018. However, little is known about how faculty perceive DEIJ issues in the context of their academic disciplines. This understanding is critical to ensuring that students from all backgrounds are appropriately supported in pursuing their degrees. In this pilot project, researchers from X University’s College of Engineering and College of Education answered the following research questions: (1) What level of relevance do faculty members place on DEIJ as part of their degree program curriculum? and (2) How do faculty members’ conceptions of DEIJ compare across disciplines? The College of Engineering was chosen as a pilot site due to the engineering discipline’s long-standing challenge with recruiting and retaining diverse students and faculty and the role of practicing engineers in developing technologies for all people. The College of Education was chosen due to its role in training the next generation of K-12 educators, administrators, higher education leaders and other education professionals who will be charged with educating and supporting diverse student populations.

To answer the two research questions, faculty members in each of the colleges of interest who agreed to participate in the research study – 11 from the College of Engineering and 15 from the College of Education – were asked to create concept maps of their degree program’s curricula after attending a workshop on incorporating concept maps in the classroom. Concept maps are a pedagogical and research tool that allow for assessment of an individual’s perception of a given topic that can be analyzed both quantitatively and qualitatively. The concept maps created by the participants in this study revealed not only what (if any) DEIJ concepts individual faculty members associated with their curricula, but also how these concepts fit in with their perceptions of their field of study. The findings of this study suggest not only that faculty members from the College of Education were more likely to associate DEIJ concepts and terminology with their curricula than faculty members from the College of Engineering, but also that the types of DEIJ concepts prioritized by the participants differed depending on their discipline.

This study provides a baseline understanding of how faculty in two X University colleges integrate DEIJ concepts with their pedagogy and curriculum. In the future, these results can inform the creation of professional development programs to enhance faculty member’s ability to foster classroom spaces and curricular materials that have DEIJ as a foundation.These intentionally-focused classroom environments will benefit all students, but particularly marginalized students.

Citation
Format

Townson, A., & Bodnar, C. A., & Mallouk, K., & Farrell, S., & Wright-Mair, R. (2024, February), Faculty Perceptions of Key Concepts in Degree Curriculum: Identifying the Role of Diversity, Equity, Inclusion, and Justice Paper presented at 2024 Collaborative Network for Engineering & Computing Diversity (CoNECD), Arlington, Virginia. 10.18260/1-2--45453

TY  - CPAPER
AB  - Keywords: faculty, engineering, 
In recent years many universities have established initiatives specifically dedicated to advancing diversity, equity, inclusion and justice (DEIJ) on their campuses, including X University&#39;s establishment of the Division of Diversity Equity and Inclusion in 2018. However, little is known about how faculty perceive DEIJ issues in the context of their academic disciplines. This understanding is critical to ensuring that students from all backgrounds are appropriately supported in pursuing their degrees. In this pilot project, researchers from X University’s College of Engineering and College of Education answered the following research questions: (1) What level of relevance do faculty members place on DEIJ as part of their degree program curriculum? and (2) How do faculty members’ conceptions of DEIJ compare across disciplines? The College of Engineering was chosen as a pilot site due to the engineering discipline’s long-standing challenge with recruiting and retaining diverse students and faculty and the role of practicing engineers in developing technologies for all people. The College of Education was chosen due to its role in training the next generation of K-12 educators, administrators, higher education leaders and other education professionals who will be charged with educating and supporting diverse student populations.

To answer the two research questions, faculty members in each of the colleges of interest who agreed to participate in the research study – 11 from the College of Engineering and 15 from the College of Education – were asked to create concept maps of their degree program’s curricula after attending a workshop on incorporating concept maps in the classroom. Concept maps are a pedagogical and research tool that allow for assessment of an individual’s perception of a given topic that can be analyzed both quantitatively and qualitatively. The concept maps created by the participants in this study revealed not only what (if any) DEIJ concepts individual faculty members associated with their curricula, but also how these concepts fit in with their perceptions of their field of study. The findings of this study suggest not only that faculty members from the College of Education were more likely to associate DEIJ concepts and terminology with their curricula than faculty members from the College of Engineering, but also that the types of DEIJ concepts prioritized by the participants differed depending on their discipline.

This study provides a baseline understanding of how faculty in two X University colleges integrate DEIJ concepts with their pedagogy and curriculum. In the future, these results can inform the creation of professional development programs to enhance faculty member’s ability to foster classroom spaces and curricular materials that have DEIJ as a foundation.These intentionally-focused classroom environments will benefit all students, but particularly marginalized students.


AU  - April Townson
AU  - Cheryl A Bodnar
AU  - Kaitlin Mallouk
AU  - Stephanie Farrell
AU  - Raquel Wright-Mair
CY  - Arlington, Virginia
DA  - 2024/02/25
PB  - ASEE Conferences
TI  - Faculty Perceptions of Key Concepts in Degree Curriculum: Identifying the Role of Diversity, Equity, Inclusion, and Justice
UR  - https://peer.asee.org/45453
DO  - 10.18260/1-2--45453
ER  -