Asee peer logo

Lowman’s 2D Model of Effective College Teaching: Justifying the Need for Faculty Diversity

Download Paper |

Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Women in Engineering Division Technical Session 4

Tagged Division

Women in Engineering

Tagged Topic

Diversity

Page Count

6

DOI

10.18260/1-2--28635

Permanent URL

https://peer.asee.org/28635

Download Count

1305

Request a correction

Paper Authors

biography

Audra N. Morse Texas Tech University

visit author page

Dr. Audra Morse, P.E., is a Professor in the Department of Civil, Environmental, and Construction Engineering at Texas Tech University. Her professional experience is focused on water and wastewater treatment, specifically water reclamation systems, membrane filtration and the fate of personal products in treatment systems. However, she has a passion to tackle diversity and inclusion issues for students and faculty in institutions of higher education.

visit author page

biography

Kayleigh Millerick Texas Tech University

visit author page

Kayleigh Millerick is an Assistant Professor at Texas Tech University.

visit author page

biography

Kay J. Tindle Texas Tech University

visit author page

Kay Tindle is the Senior Director of Research Development in the Office of the Vice President for Research at TTU. She is a doctoral candidate in the Higher Education Research program in the College of Education. Her dissertation is focused on the leadership self-efficacy and the entrepreneurial, professional and leadership motivations of women leaders in higher education.

visit author page

biography

Lesley Cremeans Texas Tech University

visit author page

PhD student in Higher Education Research and instructor in the Department of Physics & Astronomy at Texas Tech University.

visit author page

biography

Stephanie J. Jones Texas Tech University

visit author page

Dr. Stephanie J. Jones is an associate professor in the higher education program at Texas Tech University. She provides the leadership for the online Ed.D. program in higher education that is focused on college and university administration. The program is designed to produce qualified leaders who have the skills to solve problems in practice and to lead institutions of higher learning.

Her research agenda includes access and equity within organizational structures, culture and climate of working environments, women in leadership, and women in STEM. Her research is applied across various environmental contexts, including community colleges and research universities. Dr. Jones currently serves on the editorial boards of the Community College Journal of Research and Practice and NASPA Journal About Women in Higher Education, as well as is the Technology Editor for Community College Enterprise.

visit author page

Download Paper |

Abstract

According to the National Science Foundation, National Center for Science and Engineering Statistics (NSF, NCSES, 2015), women represent 50.2% of the US Resident population, represent 12.9% of the Engineering workforce, and represent 24.7% of the mathematics and CS work force. The percentage of employed females in science and engineering is 47.6% and includes full-time, part-time, and post doc employment between the ages of 16-75 (NSF, NCSES, 2015). A 2015 US News and World Report article notes that despite a national focus supported by federal government funding to encourage women and minorities to study science, technology, engineering and math (STEM) programs, the STEM workforce no more diverse than it was in 2001. Despite these statistics and the national focus on diversity, work to improve diversity of faculty in institutions of higher learning, particularly in STEM, is questioned. As such, this paper will use Lowman’s 2-D Model of Effective Teaching to justify the need for diversity and inclusion of faculty in STEM higher education classrooms. Interpersonal rapport is one dimension within Lowman’s 2-D Model and is defined as the instructors care and concern for the student as a learner. Thus to help a student learn in the classroom, the faculty must know and understand their students. Therefore diversity of thought is needed by faculty of STEM programs, which can be supported by a more diverse faculty population. The paper will conclude with tips to build interpersonal rapport with students, creating a more inclusive classroom.

Morse, A. N., & Millerick, K., & Tindle, K. J., & Cremeans, L., & Jones, S. J. (2017, June), Lowman’s 2D Model of Effective College Teaching: Justifying the Need for Faculty Diversity Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28635

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: © 2017 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