Engineering Faculty Perceptions of Diversity in the Classroom
Engineering Faculty Perceptions of Diversity in the Classroom
复制标题
工程学院对课堂多样性的看法
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Stephanie Cutler
中科院分区：
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作者：
K. Cross;Stephanie Cutler
扩大参与和增强多样性仍然是STEM学科面临的挑战。许多大学都有战略多样性计划;然而，很少有包括项目成功的评估或利用教师作为实现预期成果的主要工具。以前的工作表明，教师在促进高等教育的多样性和在课堂上创造一个包容性的环境中发挥着关键作用。很少有研究探讨教师的看法，他们的作用，促进多样性和一个单一的研究确定的因素，有助于教师应用策略，以促进课程内容内的多样性概念。此外，以前的研究强调了部门和机构的支持感兴趣的教师采用教学实践，促进多样性和包容性的必要性。因此，重要的是，我们要了解的动机和支持需要干教师在课堂上包括多样性的概念，以促进包容性。本研究的指导性研究问题是：1）教师对多样性和包容性持有什么样的看法？2)教师在多样性和包容性方面的个人经验如何影响他们在课堂上整合多样性和包容性？3)我们如何有效地利用专业发展来帮助教师为不同的学习者创造更具包容性的环境？这里报告的数据来自一个更大的案例研究设计的试点机构的变化模型和教师的动机。从最近的工程教育研究，描述了鼓励教师采用教学创新的策略，我们的研究，以捕捉教师的做法，实施多样性的概念到工程课程内容的教训。该试点包括10名工程学院的参与者，代表所有的教师队伍和研究和教学终身职位的轨道。参与者完成了一个简短的调查，有多个开放式的问题，然后是个人访谈，探索答案，并允许进一步澄清。教师来自两所大型研究密集型大学，拥有强大的工程声誉（每所大学五名）。该调查是通过一个商业上可用的数据收集软件程序和个人访谈进行录音。从这个初步试点研究的结果讨论了我们的教师参与者如何定义多样性和包容性，他们认为重要的资源，以促进多样性和包容性，他们的个人经验如何告知他们对多样性和包容性的看法在课堂上，以及他们会寻找在专业发展围绕多样性和包容性。
Broadening participation and enhancing diversity remains a challenge in STEM disciplines. Many universities have strategic diversity plans; however, very few include an assessment of program success or utilize faculty as a primary vehicle to achieve the desired outcomes. Previous work suggests faculty play a key role in promoting diversity in higher education and creating an inclusive environment in the classroom. Few studies have explored faculty perceptions of their role in promoting diversity and a single study identified factors that contribute to faculty applying strategies to promote diversity concepts within the course content. Additionally, previous research has highlighted the need for departmental and institutional support for faculty interested in adopting teaching practices that promote diversity and inclusion. Therefore, it is important that we understand the motivations and supports needed for STEM faculty to include diversity concepts in the classroom to promote inclusivity. The guiding research questions for the current study are: 1) What perceptions do faculty hold about diversity and inclusion? 2) How do faculty’s personal experience with diversity and inclusion impact how they integrate diversity and inclusion in their classroom? 3) How can we effectively use professional development to aid faculty in creating more inclusive environment for diverse learners? The data reported here is from the pilot for a larger case study design informed by institutional change models and faculty motivation. Taking lessons from recent engineering education research that describes strategies that encourage faculty to adopt instructional innovations, we paralleled our research to capture faculty practices for implementing diversity concepts into engineering course content. The pilot included 10 engineering faculty participants representing all faculty ranks and both research and teaching tenure tracks. The participants completed a short survey with multiple open-ended questions, followed by individual interviews exploring responses and allowing further clarification. The faculty came from two large research intensive universities with strong engineering reputations (five from each university). The survey was administered through a commercially available data collection software program and the individual interviews were audio recorded. The results from this initial pilot study discuss how our faculty participants defined diversity and inclusion, the resources they view as important to promoting diversity and inclusion, how their personal experiences inform their views on diversity and inclusion in the classroom, and what they would look for in professional development around diversity and inclusion.