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

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.