Lessons Learned: Teaching and Learning Academy Workshop to Promote Asset-based Mindset among STEM Faculty

Abstract

Angeles. He has an extensive background in facilitating asset-based approaches towards teaching through equity-minded workshops in community colleges, public, and private four-year institutions. He received his BA in Sociology from Cal Poly San Luis Obispo, his MA in Higher Education and Student Affairs from New York University, and his Ed.D. in Educational Leadership from University of Southern California.

Asset-Based Frameworks for Engineering Student Professional Skill Development

“…Recent research has focused on engineering design and problem framing skills (Budinoff & Subbian, 2021;Svihla et al, 2022) and teacher development (Mejia et al, 2019;Galvan et al, 2020). However, more research is needed from a critical, asset-based perspective on the professional skill development of engineers inside and outside of the classroom.…”

Asset-based Approaches to Engineering Design Education: A Scoping Review of Theory and Practice

“…Among studies identified for primary analyses, two studies were focused on strategies at a programmatic-level. As described in Galvan et al [42], professional development can be used to increase awareness of educators about asset-based practices and provide them with practical strategies that can be incorporated into their courses. Galvan et al [42] held a teaching and learning academy workshop, grounded in CCW, where the participants were asked to: (1) reflect on their own educational experience; (2) discuss their student's cultural wealth and learning characteristics; and (3) become familiar with some pedagogical techniques to draw on students' assets.…”

“…As described in Galvan et al [42], professional development can be used to increase awareness of educators about asset-based practices and provide them with practical strategies that can be incorporated into their courses. Galvan et al [42] held a teaching and learning academy workshop, grounded in CCW, where the participants were asked to: (1) reflect on their own educational experience; (2) discuss their student's cultural wealth and learning characteristics; and (3) become familiar with some pedagogical techniques to draw on students' assets. Given instructors' agency in designing course content, faculty development can be an effective way to educate instructors and help them to adapt effective asset-based approaches.…”