Board 319: Inclusive, Asset-Based Instructional Strategies in Engineering Design: Empowering Faculty with Professional Development

Hannah D Budinoff; Vignesh Subbian; Ann Shivers-McNair; Francesa Lopez

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: NSF Grantees Poster Session
Tagged Topics: Diversity and NSF Grantees Poster Session
Page Count: 6
DOI: 10.18260/1-2--42894
Permanent URL: https://peer.asee.org/42894
Download Count: 155

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Paper Authors

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Hannah D Budinoff The University of Arizona orcid.org/0000-0001-5556-4389

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Hannah Budinoff is an Assistant Professor of Systems and Industrial Engineering at the University of Arizona. Her research interests include additive manufacturing, geometric manufacturability analysis, design for manufacturing, and engineering education.

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Vignesh Subbian The University of Arizona orcid.org/0000-0001-9974-8382

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Vignesh Subbian is an Associate Professor of Biomedical Engineering, Systems and Industrial Engineering, member of the BIO5 Institute, and a Distinguished Fellow of the Center for University Education Scholarship at the University of Arizona. His professional areas of interest include medical informatics, healthcare systems engineering, and broadening participation and promoting servingness in engineering, biomedicine, and computing, particularly at land-grant and Hispanic Serving Institutions. Subbian’s educational research is focused on asset-based practices, ethics education, and formation of professional identities.

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Ann Shivers-McNair

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Francesa Lopez

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Abstract

To better support engineering students and to create an inclusive and welcoming educational context, it is necessary to reimagine instructional methods and approaches. In contrast to deficit educational models that focus on perceptions of what students lack, asset-based practices focus on how students’ lived experiences can be used to enrich and strengthen their educational experiences. Asset-based practices have been found to positively influence students’ identify development and achievement, but most existing research is focused on K-12 settings. There is a need to support faculty in adopting existing techniques or developing new techniques in undergraduate courses. Engineering design courses provide an ideal context for asset-based practices because the design process requires a diverse set of knowledge, experiences, and skills. Guided by self-determination theory, an understanding of implicit bias and stereotype threat, and the large existing body of research on asset-based pedagogy, we seek to support engineering student outcomes by empowering faculty with tools and strategies to incorporate asset-based practices in their courses. We are engaged in a three-year project focused on assessing the impact of asset-based practices in engineering design courses a large, public, land-grant, Hispanic-serving institution in the southwestern United States, funded by the NSF IUSE:EDU program. Here, we will summarize the design and results from our professional development for faculty, including theoretical frameworks and evidence guiding our work. We share content from our professional development, summarizing learning objectives, presentation content, and activities. Additionally, we present comments shared by instructors during debriefing on professional development and from check-ins with instructors as they implement asset-based practices in their courses, including common barriers to implementing educational innovations in their courses. Our work will provide insights to practitioners interested in promoting inclusive classroom practices in engineering education and researchers who are translating research to practice, especially through professional development.

Citation
Format

Budinoff, H. D., & Subbian, V., & Shivers-McNair, A., & Lopez, F. (2023, June), Board 319: Inclusive, Asset-Based Instructional Strategies in Engineering Design: Empowering Faculty with Professional Development Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42894

TY  - CPAPER
AB  - To better support engineering students and to create an inclusive and welcoming educational context, it is necessary to reimagine instructional methods and approaches. In contrast to deficit educational models that focus on perceptions of what students lack, asset-based practices focus on how students’ lived experiences can be used to enrich and strengthen their educational experiences. Asset-based practices have been found to positively influence students’ identify development and achievement, but most existing research is focused on K-12 settings. There is a need to support faculty in adopting existing techniques or developing new techniques in undergraduate courses. Engineering design courses provide an ideal context for asset-based practices because the design process requires a diverse set of knowledge, experiences, and skills. Guided by self-determination theory, an understanding of implicit bias and stereotype threat, and the large existing body of research on asset-based pedagogy, we seek to support engineering student outcomes by empowering faculty with tools and strategies to incorporate asset-based practices in their courses. We are engaged in a three-year project focused on assessing the impact of asset-based practices in engineering design courses a large, public, land-grant, Hispanic-serving institution in the southwestern United States, funded by the NSF IUSE:EDU program. Here, we will summarize the design and results from our professional development for faculty, including theoretical frameworks and evidence guiding our work. We share content from our professional development, summarizing learning objectives, presentation content, and activities. Additionally, we present comments shared by instructors during debriefing on professional development and from check-ins with instructors as they implement asset-based practices in their courses, including common barriers to implementing educational innovations in their courses. Our work will provide insights to practitioners interested in promoting inclusive classroom practices in engineering education and researchers who are translating research to practice, especially through professional development.
AU  - Hannah D Budinoff
AU  - Vignesh Subbian
AU  - Ann Shivers-McNair
AU  - Francesa Lopez
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Board 319: Inclusive, Asset-Based Instructional Strategies in Engineering Design: Empowering Faculty with Professional Development
UR  - https://peer.asee.org/42894
DO  - 10.18260/1-2--42894
ER  -