Board 404: The Process of Building Faculty Buy-in for Course-Based Adaptations of an Ecological Belonging Intervention to Transform Engineering Representation at Scale Article Swipe
Linda DeAngelo
,
Allison Godwin
,
Erica M. McGreevy
,
Eric McChesney
,
Kevin R. Binning
,
Natascha Buswell
,
Christian D. Schunn
,
Charlie Díaz
,
Gerard Dorvè‐Lewis
,
Kevin Kaufman-Ortiz
,
Beverly Conrique
,
Maricela Bañuelos
,
Carlie Cooper
,
Anne-Ketura Elie
,
Rachel Forster
,
Brianna Gonzalez
,
Danielle Lewis
,
Heather Perkins
,
Nelson O. O. Zounlomè
·
YOU?
·
· 2024
· Open Access
·
· DOI: https://doi.org/10.18260/1-2--43144
YOU?
·
· 2024
· Open Access
·
· DOI: https://doi.org/10.18260/1-2--43144
This project uses an ecological intervention approach that requires one class or recitation/discussion session to implement and has been shown to erase long-standing equity gaps in achievement in introductory STEM courses. We describe these disparate impacts in a given course as equity gaps because they exist not from any deficit of the students themselves but rather systemic issues of marginalization that make students feel as if they do not belong. Despite the stated intent of institutions and faculty to provide students with equal access to educational opportunities and success, equity gaps in achievement continue to be evident in STEM. Our analysis of institutional data in engineering at the institutions we study revealed equity gaps in student academic performance in first-year engineering courses by race and ethnicity when controlling for gender, international student status, first-generation college student status, term, and instructor. Our preliminary results at one of the institutions who employed the intervention indicate that this intervention is effective in reducing belonging losses for Black, Latino/a/x, and Indigenous students within this first-year engineering course and partially addressing the equity gaps in academic performance. Instructors play a key role in students' experience in engineering courses and their perspectives on diversity, equity, and inclusion are valuable determiners of willingness to implement this intervention within their classroom. As a part of a NSF IUSE: EDU Program, Institutional and Community Transformation track grant, we are investigating student-level and instructor-level issues: 1) the ways in which our brief intervention should be customized for different course contexts; 2) the key mechanisms for how the intervention supports proximal and distal student outcomes; and 3) the efficacy and mechanisms by which the course onboarding strategies involving leadership messaging and community learning processes are successful across course, departmental, and university contexts in transforming each targeted course. In this paper, we focus on that third component and describe our process for building buy-in with leadership and faculty for this intervention. As a part of this process, we have gathered survey information to understand instructor willingness to use this intervention in their classroom including instructor attitudes about diversity, equity, and inclusion; barriers for implementation; and other concerns. One of the goals is to identify differences between faculty who would be willing to take action to address these equity issues through implementing the ecological belonging intervention and those who will not. We will also provide an update on the results of the intervention on student outcomes. The results of this work can help inform strategies for institutional scaling and transformation and potential barriers for others interested in the uptake of evidence-based classroom engineering education efforts.
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- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.18260/1-2--43144
- https://peer.asee.org/43144.pdf
- OA Status
- gold
- Cited By
- 3
- References
- 29
- Related Works
- 10
- OpenAlex ID
- https://openalex.org/W4391601036
All OpenAlex metadata
Raw OpenAlex JSON
- OpenAlex ID
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https://openalex.org/W4391601036Canonical identifier for this work in OpenAlex
- DOI
-
https://doi.org/10.18260/1-2--43144Digital Object Identifier
- Title
-
Board 404: The Process of Building Faculty Buy-in for Course-Based Adaptations of an Ecological Belonging Intervention to Transform Engineering Representation at ScaleWork title
- Type
-
articleOpenAlex work type
- Language
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enPrimary language
- Publication year
-
2024Year of publication
- Publication date
-
2024-02-07Full publication date if available
- Authors
-
Linda DeAngelo, Allison Godwin, Erica M. McGreevy, Eric McChesney, Kevin R. Binning, Natascha Buswell, Christian D. Schunn, Charlie Díaz, Gerard Dorvè‐Lewis, Kevin Kaufman-Ortiz, Beverly Conrique, Maricela Bañuelos, Carlie Cooper, Anne-Ketura Elie, Rachel Forster, Brianna Gonzalez, Danielle Lewis, Heather Perkins, Nelson O. O. ZounlomèList of authors in order
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https://doi.org/10.18260/1-2--43144Publisher landing page
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https://peer.asee.org/43144.pdfDirect link to full text PDF
- Open access
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YesWhether a free full text is available
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-
goldOpen access status per OpenAlex
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https://peer.asee.org/43144.pdfDirect OA link when available
- Concepts
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Equity (law), Intervention (counseling), Indigenous, Ethnic group, Psychology, Inclusion (mineral), Academic achievement, Diversity (politics), Medical education, Mathematics education, Public relations, Sociology, Political science, Social psychology, Ecology, Medicine, Law, Anthropology, Biology, PsychiatryTop concepts (fields/topics) attached by OpenAlex
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3Total citation count in OpenAlex
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2025: 1, 2024: 1, 2023: 1Per-year citation counts (last 5 years)
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29Number of works referenced by this work
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10Other works algorithmically related by OpenAlex
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| abstract_inverted_index.experience | 190 |
| abstract_inverted_index.first-year | 120, 171 |
| abstract_inverted_index.inclusion; | 349 |
| abstract_inverted_index.instructor | 333, 343 |
| abstract_inverted_index.interested | 423 |
| abstract_inverted_index.leadership | 278, 314 |
| abstract_inverted_index.mechanisms | 254, 270 |
| abstract_inverted_index.onboarding | 275 |
| abstract_inverted_index.strategies | 276, 412 |
| abstract_inverted_index.successful | 285 |
| abstract_inverted_index.themselves | 54 |
| abstract_inverted_index.understand | 332 |
| abstract_inverted_index.university | 290 |
| abstract_inverted_index.Instructors | 183 |
| abstract_inverted_index.Latino/a/x, | 165 |
| abstract_inverted_index.achievement | 27, 93 |
| abstract_inverted_index.controlling | 128 |
| abstract_inverted_index.determiners | 204 |
| abstract_inverted_index.differences | 363 |
| abstract_inverted_index.educational | 86 |
| abstract_inverted_index.engineering | 106, 121, 172, 192, 430 |
| abstract_inverted_index.information | 330 |
| abstract_inverted_index.instructor. | 140 |
| abstract_inverted_index.performance | 118 |
| abstract_inverted_index.preliminary | 142 |
| abstract_inverted_index.willingness | 206, 334 |
| abstract_inverted_index.implementing | 379 |
| abstract_inverted_index.institutions | 76, 109, 148 |
| abstract_inverted_index.intervention | 6, 152, 156, 210, 243, 258, 338, 383, 400 |
| abstract_inverted_index.introductory | 29 |
| abstract_inverted_index.performance. | 182 |
| abstract_inverted_index.perspectives | 196 |
| abstract_inverted_index.transforming | 293 |
| abstract_inverted_index.Institutional | 223 |
| abstract_inverted_index.departmental, | 288 |
| abstract_inverted_index.institutional | 103, 414 |
| abstract_inverted_index.international | 131 |
| abstract_inverted_index.intervention. | 319 |
| abstract_inverted_index.investigating | 231 |
| abstract_inverted_index.long-standing | 23 |
| abstract_inverted_index.opportunities | 87 |
| abstract_inverted_index.student-level | 232 |
| abstract_inverted_index.Transformation | 226 |
| abstract_inverted_index.evidence-based | 428 |
| abstract_inverted_index.transformation | 417 |
| abstract_inverted_index.implementation; | 352 |
| abstract_inverted_index.marginalization | 60 |
| abstract_inverted_index.first-generation | 134 |
| abstract_inverted_index.instructor-level | 234 |
| abstract_inverted_index.recitation/discussion | 13 |
| cited_by_percentile_year.max | 95 |
| cited_by_percentile_year.min | 89 |
| countries_distinct_count | 1 |
| institutions_distinct_count | 19 |
| citation_normalized_percentile.value | 0.80869697 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | True |