Free ticketed event
Research on engineering education reform highlights the importance of understanding
barriers to change and the impacts of the environmental, historical, and systemic constraints on reform efforts (Besterfield-Sacre, Cox, Borrego, Beddoes, & Zhu, 2014). In addition, research on educational change emphasizes that effective strategies for reform requires alignment with the beliefs of the individuals involved or must seek to change those beliefs (Henderson, Beach, &
Finkelstein, 2011). With that in mind, there exists a need to learn from individuals who would benefit from and/or engage with future research at Hispanic-serving institutions (HSIs)—the engineering educators themselves. As a result, this workshop will be targeted toward engineering educators from HSIs who are not necessarily engaged in engineering education research or scholarship. By doing so, our intent is to engage with engineering educators at HSIs to leverage design-thinking methodologies to better understand the HSI institutional context and co-develop curricular experiments and research needs that can ultimately improve undergraduate engineering education.
During this workshop, participants will be given a chance to test out three innovative approaches to supporting student learning that are independent of specific pedagogies or tools: design thinking (Razzouk & Shute, 2012), intrinsic motivation (Ryan & Deci, 2000), and students as empowered agents (Bandura, 2006). To garner their genuine perspective on the feasibility of enacting educational reform that embraces these concepts, participants will have the opportunity to actively design a class assignment that applies these impactful ideas. By having participants actively design an activity for their course and reflect on mechanisms for amplifying these ideas on their campus, we anticipate that participants will be able to more accurately assess the opportunities and limitations of implementing these approaches at HSIs. Finally, based on collecting and analyzing participant reactions to these impactful ideas, a list of barriers still needing attention and successes worth amplifying will be extracted and reported the broader engineering education community.
Dr. Meagan R. Kendall
Dr. Kendall is an Assistant Professor in the Department of Engineering Education and Leadership (E-Lead) at the University of Texas at El Paso, an urban HSI (80.2% Hispanic students, predominantly from the local Paseo del Norte Region) and the second highest awarder of bachelor's degrees in engineering (Santiago & Soliz, 2012) and STEM (Excelencia in Education, 2015) to Hispanic students in the continental USA. Dr. Kendall has been a pivotal member of the EEL department, having developed over half of the new courses in the BSEL. In a few short years, her work at UTEP has resulted in unique approaches to improving student motivation via Peer Designed Instruction, the emulation of the NSF I-Corps Teams program to teach design and entrepreneurship, helped integrate leadership development throughout the degree plan, and led efforts to understand how Hispanic engineering students develop their identity as engineers.
Dr. Basalo is an Assistant Professor in Practice in Mechanical and Aerospace Engineering at the University of Miami, a private institution in South Florida home to Florida’s top-ranked engineering program and a diverse student body with 26% of the students of Hispanic origin. Since 2015 she has been actively involved in the College of Engineering’s “Redefining Engineering Education” strategic plan on educational innovation (University of Miami College of Engineering, 2016). 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.
Dr. Alexandra Coso Strong
As an Assistant Professor of Systems Design and Engineering, Dr. Strong designs and teaches courses in modeling, quantitative analysis, and human-centered design. While formally trained in aerospace and systems design and engineering, Dr. Strong has been a member of the engineering education research community for eight years. Her current research focuses on the experiences of faculty who are engaged in educational change efforts and approaches for preparing students for a multidisciplinary, collaborative work environment. In addition, Dr. Strong works in conjunction with the Olin Collaboratory to develop and implement instructional professional development workshops for faculty from a diverse set of institutions (Olin College Collaboratory, 2017).
Miss Michele Carolynn Williams
Ms. Williams is a doctoral candidate for the Educational Leadership and Administration program at the University of Texas at El Paso, expected to graduate in the spring of 2018. Having earned a master’s degree in engineering and another one in education, her work experience ranges from corporate engineering management, secondary STEM education, and graduate engineering education instruction. Tasked with the management of a six-year grant focused on improving STEM teacher preparation for nineteen partner districts in Texas, she spearheaded the creation of new academic pathways: teachers for engineering and engineers for teaching. Her dissertation topic involves higher education policy and practices regarding the institutionalization of engineering programs in public universities.
Gemma Henderson is a Senior Instructional Designer for the LIFE (Learning, Innovation and Faculty Engagement) team in Academic Technologies at the University of Miami (UM). Gemma partners with faculty members, academic units, and other university stakeholders to create innovative, effective, and meaningful learning experiences, through learner-centered pedagogies, differentiated teaching, and emerging educational technologies. 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 currently a post-graduate student in the MSc Digital Education program at the University of Edinburgh, challenging perspectives about education and technological change.
Prof. Derin Ural
A Professor in Practice in Civil, Architectural and Environmental Engineering in the College of Engineering. Dr. Ural is serving as the Associate Dean of Student Affairs for the College of Engineering and is the Committee Chair for the College initiative on Active Learning and Redefining Undergraduate Engineering Education. She has been instrumental in the implementation of active learning pedagogy in engineering courses. The pilot included seven courses, and in one year, the number of courses has reached sixty. Dr. Ural has also served as the Provost of the Istanbul Technical University and Civil Engineering Department Chair at MEF University, in Istanbul, the first University implementing “flipped” pedagogy in all its courses.