Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Faculty Development Division
This is a lessons-learned paper on the design of faculty development workshop. Minority-serving institutions (MSI’s) play a significant role in diversifying the engineering workforce. As many students from MSI’s come from underserved communities, they encounter multiple barriers (financially, academically and socially) that prevent them from achieving their academic goals. With good intention to help students succeed, the faculty, however, often attribute the academic barriers to the students’ lack of preparation, motivation, or effort to learn. Research studies showed that this deficit mindset of instructors negatively impact the students’ self-efficacy and hinder their academic growth. A recent report from the National Academies highlighted the need to create a learner-centered culture that "meets students where they are". This raised an important yet challenging question to faculty developers:"What can be done to help transform faculty’s perception to achieve such cultural change?"
In Summer 2019, the College of Engineering, Computer Science and Technology at XXX University hosted a Teaching and Learning Academy Workshop that aimed at bridging the cultural and perception gap between faculty and students in Math and Engineering classrooms. Grounded in Yosso’s Community Cultural Wealth model, the workshop was designed to engage participants in a sequence of reflective and conversational activities that allowed the faculty to connect their own educational experiences with their expectation towards the students, and recognize the strength of the students in terms of their cultural wealth in Aspirational, Linguistic, Family, Social, Navigational, and Resistance forms. The workshop received overwhelmingly positive feedback from the participants from both Math and Engineering departments, many of whom expressed that "the workshop was impactful and prompted them to rethink their teaching practice." The success of the workshop provided preliminary yet promising answer as to how to change faculty’s perception to establish learner-center culture. This paper shares what we learned in planning, organizing, and delivering the workshop and summarizes strategies to attract a broad participation among STEM faculty and ensure a high level of engagement. The lessons learned will shed insights to address some common challenges faced by faculty developers including the limited participation especially in institutions that professional development is optional and the limited impact of workshop/training on teaching practice. The authors would like to present the paper in lightning talk to engage the audience in in-depth conversation following short introduction.
Galvan, D., & Dong, J., & Thompson, L. L., & Allen, E. L. (2020, June), Lessons Learned: Teaching and Learning Academy Workshop to Promote Asset-based Mindset among STEM Faculty Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34919
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