Culturally Relevant Pedagogy in Engineering: Examining How Who We Are Informs How We Teach

Holly, James; Hira, Avneet; Murzi, Homero; Coley, Brooke

doi:10.52202/066488-0133

Cited by 2 publications

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“…Sorprendentemente, la literatura sobre la pedagogía culturalmente relevante en la educación de ingeniería revela una escasez sobre el tema en la educación superior, aunque hay una gran cantidad de investigaciones sobre la CRP en el nivel de la escuela secundaria. Recientemente, los académicos han seguido el ejemplo de examinar cómo sería la CRP en la educación en ingeniería [48], [49], incluida la organización de talleres de desarrollo docente [50] y la facilitación de debates críticos a través de editoriales [48], [51]. En algunos casos, la frase culturalmente relevante también ha sido estampada en los planes de estudio de ciencias e ingeniería sólo para significar que los productos finales se construyen o se centran en una comunidad o en ella [52].…”

Section: B Un Marco Conceptual Para La Educación En Ingeniería Cultur...unclassified

Telling Half a Story: A Mixed Methods Approach to Understanding Culturally Relevant Engineering Education in Nigeria and the US

Olayemi

2023

Proceedings of the 21th LACCEI International Multi-Conference for Engineering, Education and Technology (LACCEI 2023): “Leaders

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This paper shares emerging insights from ongoing research investigating how engineering educators might provide culturally relevant engineering education to Nigerian and Nigerian International students. On the broader research project, a comparative case study using explanatory sequential mixed methods was designed surrounding engineering education in Nigeria and the US. This work-in-progress paper tells half of the story, focusing primarily on the emerging results in Nigeria. It contributes to the broader project by answering the following research questions: what are the conceptions of engineering educators in Nigeria and how do culturally relevant engineering educators support their engineering students in Nigeria? The paper leverages the socio-psychological teacher conceptions described by Gloria Ladson Billings' CRP framework (conceptions of knowledge, of social relations, and conceptions of the self and others). Schools located in all six of Nigeria's geopolitical zones and participants fluent in her three major spoken languages are represented in the study. The analyzed data for this study include surveys, in-person and virtual classroom observations, teacher reflection journals, classroom artifacts, school policy documents, and semi-structured interviews with 37 engineering faculty members, 2 provosts, 5 engineering college deans, and 2 students. The findings reveal a strong leaning for analogies and proverbs as analogical bridges engineering instructors in this context used when traditional experiments, classroom demonstrations, or local educational resources failed. Nuances of culturally-relevant teacher conceptions are discussed in light of CRP: using proverbs to build cognitive reasoning in Nigerian engineering classrooms; visual and auditory cues as a form of formative feedback; analogies as a pedagogical form; advocating for active and authentic learning through tutorials; leveraging the communal nature of the culture in the classroom; colonial antecedents responsible for certain school policies; manifestations of Ladson-Billings' conceptions in this context; peculiarities of the three CRP criteria in this context. The paper concludes with useful suggestions for instructors looking for culturally relevant ways of supporting students of Nigerian students in their engineering classrooms. Keywords-culturally relevant pedagogy, engineering education Resumen: este artículo comparte ideas emergentes de investigaciones en curso que estudian cómo los educadores de ingeniería podrían brindar educación en ingeniería culturalmente relevante a estudiantes nigerianos y nigerianos internacionales.

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Section: B Un Marco Conceptual Para La Educación En Ingeniería Cultur...unclassified

Telling Half a Story: A Mixed Methods Approach to Understanding Culturally Relevant Engineering Education in Nigeria and the US

Olayemi

2023

Proceedings of the 21th LACCEI International Multi-Conference for Engineering, Education and Technology (LACCEI 2023): “Leaders

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“…Surprisingly, the literature surrounding culturally relevant pedagogy in engineering education reveals a sparsity on the subject in higher education although there is a plethora of research on CRP at the secondary school level. Recently, scholars have taken a cue to examine what CRP would look like in engineering education [48], [49] including hosting faculty development workshops [50] and facilitating critical discussions through editorials [48], [51]. In some cases, the phrase culturally relevant has also been stamped on science and engineering curricula only to mean that end products are built or centered on or in a community [52].…”

Section: A Conceptual Framework For Culturally Relevant Engineering E...mentioning

confidence: 99%

Telling Half a Story: A Mixed Methods Approach to Understanding Culturally Relevant Engineering Education in Nigeria and the U.S.

Olayemi

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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is a Doctoral Candidate and Bilsland Dissertation Fellow in the School of Engineering Education at Purdue University. His research interests revolve around the professional development of engineering educators in low resource/post-conflict settings and the design and contextualization of instruments to measure the impact of educational interventions. Research projects on these topics have and are currently being conducted in Nigeria, South Sudan, Iraq, Jordan, Kenya, and the US. His dissertation focuses on understanding the nuances and affordances of culturally relevant engineering education in Nigeria and the United States using a comparative case study methodology.

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Culturally Relevant Pedagogy in Engineering: Examining How Who We Are Informs How We Teach

Cited by 2 publications

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Telling Half a Story: A Mixed Methods Approach to Understanding Culturally Relevant Engineering Education in Nigeria and the US

Telling Half a Story: A Mixed Methods Approach to Understanding Culturally Relevant Engineering Education in Nigeria and the US

Telling Half a Story: A Mixed Methods Approach to Understanding Culturally Relevant Engineering Education in Nigeria and the U.S.

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