Practice Papers
Engineering Faculty and Staff Inclusive Excellence Training: Broadening Engineering Pedagogy For All
Document Type
Conference Paper
Abstract
As our classrooms become more and more diverse, the need for cultural competency in engineering faculty is more important than ever. Cross-cultural competency has been named among the 10 most important skills for the future workforce. Historically there is a lack of cultural diversity at East Tennessee State University. The university did not offer any formal training opportunity for faculty and staff in cultural competency. As such, faculty effort in cultural pedagogy is minimal resulting in persistent achievement gaps among culturally diverse students. In this project we have developed and implemented an inclusive excellence cultural competency training program primarily for engineering faculty and staff primarily in the College of Business and Technology. The project aimed to train these faculty and staff in cultural competency so that they can implement inclusive pedagogy and communication in and out of their classrooms. Cross-Cultural Adaptability Inventory and post workshop assessment were used to measure the efficacy of the training program. Assessment data showed that the training program improved faculty and staff’s awareness in wide variety areas of cultural proficiency and provided them with a toolbox of ideas to implement them in their classes and workplaces. Lessons learned are: 1) To make an institution a culturally inclusive institution diversity, equity and inclusion need to be part of the organization DNA and leadership buy-in and advocacy is a must; 2) Whenever possible, create developmental approaches that engage faculty and staff with different levels of content over a period of time and 3) Provide flexibility in training delivery.
DOI
https://doi.org/10.21427/CFAE-K616
Recommended Citation
Uddin, M. M., & Johnson, K. (2023). Engineering Faculty and Staff Inclusive Excellence Training: Broadening Engineering Pedagogy For All. European Society for Engineering Education (SEFI). DOI: 10.21427/CFAE-K616
Creative Commons License
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