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Impact of Faculty Development Workshops on Instructional Faculty at Hispanic-serving Institutions

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Faculty Development Round Table

Tagged Division

Faculty Development Constituent Committee

Tagged Topic

Diversity

Page Count

14

DOI

10.18260/1-2--32931

Permanent URL

https://peer.asee.org/32931

Download Count

171

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Paper Authors

biography

Alexandra Coso Strong Florida International University Orcid 16x16 orcid.org/0000-0003-4988-361X

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As an assistant professor of engineering education at Florida International University, Dr. Alexandra Coso Strong works and teaches at the intersection of engineering education, faculty development, and complex systems design. Alexandra completed her doctorate in aerospace engineering at Georgia Tech in spring 2014. Prior to attending Georgia Tech, Alexandra received a bachelor’s degree in aerospace engineering from MIT (2007) and a master’s degree in systems engineering from the University of Virginia (2010). Alexandra comes to FIU after completing a postdoctoral fellowship at Georgia Tech’s Center for the Enhancement of Teaching and Learning (CETL) and three years as a faculty member at Olin College of Engineering in Massachusetts. Alexandra’s research aims to improve the design of educational experiences for students by critically examining the work and learning environments of practitioners. Specifically, she focuses on (1) how to design and change educational and work systems through studies of practicing engineers and educators and (2) how to help students transition into, through and out of educational and work systems.

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Meagan R. Kendall University of Texas, El Paso

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An Assistant Professor at The University of Texas at El Paso, Dr. Meagan R. Kendall is helping develop a new Engineering Leadership Program to enable students to bridge the gap between traditional engineering education and what they will really experience in industry. With a background in both engineering education and design thinking, her research focuses on how Latino/Latina students develop an identity as an engineer, methods for enhancing student motivation, and methods for involving students in curriculum development and teaching through Peer Designed Instruction.

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Gemma Henderson University of Miami Orcid 16x16 orcid.org/0000-0002-1782-1273

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Gemma Henderson is a Senior Instructional Designer for the LIFE (Learning, Innovation and Faculty Engagement) team in Academic Technologies at the University of Miami, Coral Gables. Gemma partners with faculty members, academic units, and other university stakeholders to create and assess innovative, effective, and meaningful learning experiences, through learner-centered pedagogies, differentiated teaching, and emerging educational technologies. She has facilitated faculty development initiatives, communities and events in online course design, formative assessment, narrative techniques and 3-D technologies in undergraduate education. Since Fall 2016, in partnership with the College of Engineering and the LIFE team, Gemma designed and supported faculty development workshops in active learning pedagogies, provided regular consultations and also joined the UM team at Olin College's 2017 Collaboratory Summer Institute. Gemma is a recent graduate from the MSc Digital Education program at the University of Edinburgh.

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Ines Basalo University of Miami

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Dr. Basalo is an Assistant Professor in Practice in Mechanical and Aerospace Engineering at the University of Miami. Prior to joining the University of Miami in 2014, she worked as an adjunct professor at Columbia University and the Cooper Union in New York City. She received her PhD from Columbia University in 2006, where her research focused on the mechanical and frictional properties of articular cartilage.
Dr. Basalo ‘s teaching experience includes Thermodynamics, Computer Graphics, Materials Science and laboratory courses. Since 2015 she has been actively involved in the University of Miami College of Engineering’s “Redefining Engineering Education” strategic plan on educational innovation. As part of this plan, Dr. Basalo worked with 2 other faculty members to organize inaugural Senior Design Expo in May 2017, an exposition where over 200 senior students showcased their Capstone projects to the University of Miami community, alumni and industry leaders. Starting in 2016 and through her work with the University of Miami’s Engaged Faculty Fellowship program, Dr. Basalo incorporated an academic service component into the final project for a sophomore-level Measurements Lab course.

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Abstract

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

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015