Engineering Faculty's Mindset: An Analysis of Instructional Practice, Learning Environment, and Teacher Authenticity

Fredericka Brown, Kelly Cross

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

The purpose of this work in progress research paper is to document the development of a survey instrument to critically investigate how faculty mindset influences instructional practice, learning environment, and teacher authenticity. Researchers in the field of engineering education have considered how an inclusive education model can help engineering programs increase the number of students from marginalized groups. Inclusive education environments support marginalized groups as well as majority students by enhancing student engagement in undergraduate engineering programs. Additionally, research studies have demonstrated that a growth mindset, effective instructional practice, and inclusive learning environments can support student success in engineering programs. Multiple research studies show that effective instructional practice and learning environments can facilitate authentic learning experiences in which students are actively engaged, seek deeper meaning and can apply course material. More importantly, these results of enhanced engagement are linked to higher student test scores, retention, and graduation rates (1-3). Therefore, it is important to study the relationship between faculty mindset and instructional practices that can directly impact student performance, particularly students who are underrepresented in engineering.In this paper, we report initial insight for developing the survey for engineering faculty to characterize their mindset as fixed or growth and then relate their mindset to their subsequent pedagogical choices. This is the first phase of a larger mixed methods study that will include a follow-up qualitative content analysis. This research will establish groundwork for a future research of how engineering student mindset are adopted from faculty mindset and are potentially related to student choices to continue in engineering and habits of mind to promote success.

Original languageEnglish (US)
Title of host publication2019 IEEE Frontiers in Education Conference, FIE 2019
PublisherInstitute of Electrical and Electronics Engineers Inc.
ISBN (Electronic)9781728117461
DOIs
StatePublished - Oct 2019
Externally publishedYes
Event49th IEEE Frontiers in Education Conference, FIE 2019 - Covington, United States
Duration: Oct 16 2019Oct 19 2019

Publication series

NameProceedings - Frontiers in Education Conference, FIE
Volume2019-October
ISSN (Print)1539-4565

Conference

Conference49th IEEE Frontiers in Education Conference, FIE 2019
CountryUnited States
CityCovington
Period10/16/1910/19/19

Keywords

  • diversity
  • faculty attitudes
  • inclusion
  • instructional methods

ASJC Scopus subject areas

  • Software
  • Education
  • Computer Science Applications

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  • Cite this

    Brown, F., & Cross, K. (2019). Engineering Faculty's Mindset: An Analysis of Instructional Practice, Learning Environment, and Teacher Authenticity. In 2019 IEEE Frontiers in Education Conference, FIE 2019 [9028524] (Proceedings - Frontiers in Education Conference, FIE; Vol. 2019-October). Institute of Electrical and Electronics Engineers Inc.. https://doi.org/10.1109/FIE43999.2019.9028524