June 15, 2019
June 15, 2019
June 19, 2019
Faculty Development Constituent Committee
This research paper will examine the experiences of instructional, non-tenure line (non-tenure-track/tenured) faculty at Hispanic-Serving Institutions (HSIs) during and after participation in a multi-institutional faculty development workshop series. As engineering programs increase in size, the demand for instructional, non-tenure track faculty increases. These instructional faculty represent a large percentage, from 25% to over 50%, of the faculty members at both two and four-year institutions. Given their high number of contact hours with engineering students across a curriculum, there exists an opportunity to engage instructional engineering faculty in educational reform and broadening participation efforts. However, research is limited on the effectiveness of different faculty development models for these faculty. Through the analysis of survey data, the findings suggest that the workshop series described in this paper provided a venue for community building among participants and exposure to new techniques and ideas. Overall, this paper makes visible the experiences of these instructional faculty. Specifically, the findings describe how the workshop supported instructional faculty to take strides towards improving the learning experiences of their students. The results have the potential to inform the creation and refinement of faculty development programming at HSIs, within engineering colleges more broadly, and in conjunction with programming created by the American Society for Engineering Education. In addition, the findings will enable further research on this under-explored group within the engineering faculty.
Strong, A. C., & Kendall, M. R., & Henderson, G., & Basalo, I. (2019, June), Impact of Faculty Development Workshops on Instructional Faculty at Hispanic-serving Institutions Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32931
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